Teen Trendsetters Session #4

Today, the SWA students, Kelly, and I went to DYE for session #4. I was unable to come to the past 2 since they went on Tuesdays due to scheduling conflicts the last two weeks, but I am glad we are back on for Wednesdays now. We brought 10 SWA students for 2nd period today, which is a good number. So far, we haven't had problems with numbers (TTRM requires 15 mentors and 15 mentees participating during the 10 weeks).

Interestingly, I noticed today that the SWA new student I talked about in a previous post (I'll call him Joe), looked nervous today. When I tutored him to catch him up with the other mentors, he was very unmotivated and had a negative attitude. Today, though, he probably realized that he had to take it seriously. As I monitored the session, I made sure to pay special attention to Joe and his mentee. I had to remind him what to do, but I think he'll come better prepared next week since he felt so nervous today. Even another SWA student commented on Joe looking nervous. He did it, though, and his mentee did a great job reading. She looked like she was glad he was there to read with her, and she said "bye" to him when he left. I think this will be a good experience for him.

While I was montitoring, I noticed that some of the mentors need a refresher on reading strategies because I mostly saw the 3rd graders reading aloud to the mentors, and some of them were struggling. When I tutor next time, I'll remind them to give clear instructions to the mentees, to use the reading strategies, and to guide them to the answers instead of telling them the right answers (to the questions in the magazine).

Also, I observed today that some mentees were very excited about the books they were given. They get to keep them!

That's all for today. :)

Mentoring the Mentors Again

SWA got some new students, so on Friday I went to both 2nd and 4th period to teach the new students what to do when they go to DYE to mentor their 3rd graders. I began by telling them why it is important, why they will have fun doing it, and the importance of being a positive role model for younger students. Then we took it step by step so they would know what to do when they sit down one-on-one with their 3rd graders on Wednesday. Another important step I focused on was having them memorize and practice reading strategies: model reading, choral reading, shadow reading, and independent reading. I also gave them pointers on how to assist the 3rd graders if they had a difficult time finding the answers to the questions in the student magazine. I told them it was good to point out a specific paragraph and guide them to the sentence that tells the answer. I told them that if the mentee is talking more than the mentor, that means the student is comfortable and learning what he/she needs to learn. I also told them to try to relate these topics to their everyday lives if possible. At the end, I quizzed the small group by going around the circle to see if they remembered the order of the session and the reading strategies. We go to DYE on Wednesday. This will be their 4th session out of 10.

SPSE 3220: #3 Blogging

Create a posting exploring the benefits of blogging in the classroom. Include two links to articles you found on the web that cite pros and cons of blogging in the classroom.

The pros: According to "Blogging in the Classroom": novel approach to learning and teaching, easy to use, free service at certain sites, communication tool, increased information retention

The cons: Safety can be an issue, time, access to computers ($$$)

http://www.sparta.k12.mo.us/FacultyStaff/SBaldwin/ProfDev/ShareFair/Blogging%20in%20the%20Classroom.ppt
http://www.techlearning.com/article/14180

SPSE 3220: #2 Role of Technology for Me in School

What you think the role of technology played for you in school and how you think that it will be different for your students?

Starting in middle school, my teachers started using PowerPoint to lecture instead of an overhead projector. In an elective computer class, I learned the homerow (asdf jkl;). When I had extra time, my computer teacher let me type notes to my best friend and print it out. In high school, I participated in a few group projects using video cameras (English and Drama class). Also, I learned how to type on a computer at school in Keyboarding class. I did at least 4 presentations using PowerPoint (for English). I went to the computer lab in my school to start research before writing papers sometimes, but usually I did the bulk of research at home. Also, I took electives: Multimedia Design and Programming 1, which are both computer classes. There is probably more that I'm not thinking of, too.

For my students, I think it will similar to my experience, except they will probably already know how to type by high school (or middle school). They will already know how to use many computer programs like PowerPoint. Also, they will use WebQuests; I didn't use them at all in high school. I didn't even know what they were. They will also have cell phones/ipods, etc. I didn't have a cell phone until my senior year in high school, and I've had an ipod for about 2 years now.

SPSE 3220: #1 Brief Biography

This is for my Teaching in Technology class.

I am an English/Secondary Education major and Psychology minor. My student teaching is next semester, and I am excited about it! I have lived in TN my whole life, and I'll probably be here forever. : )

New Student at SWA

Kelly got a new student in her morning class this week, so today I filled him in on what he would be doing as a reading mentor at DYE. He was very unenthusiastic about it. He told me he hates SWA, and he's been there four times already. Most of the students I have worked with up until today have been easy to get along with and motivate, but the new student today was not happy to be there at all. Who knows--maybe he'll end up liking the TTRM experience. It'll be something different than what he's been used to a SWA.

Next Wednesday, SWA has a half day, so they will be going to DYE on Tuesday instead. I won't be there because I'll be in class at that time.

That's all I have for now.
Elizabeth

Our First TTRM Session

Today we went to DYE to meet and begin mentoring the 3rd graders for the first time. The high schoolers rode to DYE in Kelly's minivan and the SRO officer's policecar. They had already turned in permission slips to be able to do this. Some days, we may have to walk to DYE, but today was so cold, I'm glad we drove there instead. The SWA students are not allowed to have their coats on during school, so it would have been pretty miserable walking in the cold, even though the school is across the street. DYE is actually across the street, up a hill, and across the parking lot from SWA.

Once we got there, we handed the secretary a list of students, and DYE's principal walked us over to a portable where we got the whole room to ourselves with the 3rd grade mentees. I thought it was a nice place for the mentoring to take place since we had space and didn't have to worry about being noisy. Kelly introduced herself and the high schoolers to the 3rd graders, and then let the mentors and mentees each pick out a colored pencil to see who their partner would be. Each mentor sat by his/her new mentee who picked his/her matching colored pencil. For the first few minutes, the mentors conversed with the 3rd graders, and then they started guiding them through the student magazine (Great Lives: Louis Pasteur). Kelly and I monitored while they were working together. As I walked around, I reminded some of the mentors of the order to go in the magazine and of the reading strategies. The mentors seemed to be doing a good job, and the 3rd graders were participating. One mentor, in particular, caught my attention because he seemed very interested in guiding his 3rd grader. He was encouraging and helped his mentee with difficult words, and I also saw him give his mentee a high five. He was talking in a clear voice so that the mentee could understand him, and he seemed to be giving clear instructions.

Another mentor, though, was not talking or guiding his mentee enough through the session. He seemed very shy, so Kelly and I need to make sure he practices more before the next session. I intervened a few times to help his 3rd grade mentee answer the questions in the magazine. He told her to read the section, but did not go in the correct order or use the reading strategies we previously discussed in class at SWA. He was not helping her find the answers to the questions, and I could tell that she was having a hard time following his guidance.

As we were monitoring, Kelly quietly told me that a mentor we had brought was not excited about coming today and that the SRO officer didn't want him to be there because he had been kicked out of his school for gang involvement. Today, however, Kelly pointed out to me that he smiled more than anyone else even though he had previously been unenthusiastic about mentoring.

When we were lined up waiting for the SRO officer to pick up the students to bring them back to SWA, I asked some of the high schoolers how they felt about mentoring. One girl told me that she enjoyed it, and she likes helping kids. She also assured me that she is not a "bad kid;" she went to DYE for elementary school and saw some of her past teachers, and she didn't want them to think negatively about her. Overall, she was excited to be at DYE and to mentor her 3rd grader. She said that she felt confident about it.

The guy that Kelly had pointed out to me earlier told me that he liked the mentoring today, but he wasn't used to being around kids. I think he will feel more confident next time since he has experience now.

I will go back on Friday to tutor newer mentors so they will be more effective next time. Overall, though, today was successful, and I can't wait to hear feedback from Kelly, the SWA students, and DYE teachers.