Monday, February 23, 2009
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.
Monday, February 16, 2009
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 ($$$)
http://www.sparta.k12.mo.us/FacultyStaff/SBaldwin/ProfDev/ShareFair/Blogging%20in%20the%20Classroom.ppt
http://www.techlearning.com/article/14180
The pros: According to "Blogging in the Classroom": novel approach to learning and teaching, easy to use, free service at certain sites, communication tool, increased information retention
The cons: Safety can be an issue, time, access to computers ($$$)
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.
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. : )
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. : )
Friday, February 6, 2009
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
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
Wednesday, February 4, 2009
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.
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.
Friday, January 30, 2009
Mentoring the Mentors
The plan was to go to DYE on Wednesday to meet and greet with the 3rd graders. The SWA mentors had a craft planned to do with their mentee once they were paired off. However, school was called off Wednesday because of snow, so they are going to have to shorten the meet and greet next week so they can get 10 sessions in this semester.
Today I went to Kelly's 2nd and 4th period classes to mentor the high school mentors. Some of them are new to the school, so they needed to get filled in on what they were supposed to do with the 3rd grade mentees. I wanted to make sure they are confident when they begin mentoring the 3rd graders. I went over the Teacher Guide with them, focusing on how much time they have per activity and what reading strategies they can use with their mentees (Modeling, Choral Reading, Shadow Reading, and Independent Reading). Then, to review, I asked them the order of activities they will be doing during their mentor sessions. Once I felt that they knew what to do, we practiced together. They paired off, one as the mentor and the other pretending to be the mentee. Once they got through the activity in the TTRM magazine, they switched so that both would have a chance to practice mentoring. Afterwards, we reviewed the order of activities and reading strageties again.
Also, just so you know specifically what the mentors will be doing with their mentees, here is a brief description of the weekly session:
For the first 5 minutes, they will meet & greet and review last week's theme from the TTRM student magazine. The magazine's theme for this semester's 10 sessions is titled "Great Lives," and it focuses on people such as Louie Pasteur, Thomas Edison, and George Washington Carver. Next, they will spend 15 minutes on the student magazine (title, pictures, vocabulary words, "find it" grammar review, reading section, timeline, and questions about the reading). Finally, they will read through a book together that TTRM provides for us to give to the mentees, and the mentees will be able to keep the book.
As I reviewed the mentors today, I noticed that some of them were very confident and excited about participating in this reading program. Others seemed nervous and shy about taking on the role of the mentor. After all, some of the vocabulary words in the student magazine were tough (e.g. microorganisms). Each week, I will be going with them to DYE for one hour and reviewing/mentoring new students on how to mentor their 3rd graders for one hour at SWA. Hopefully they will become more confident in their leadership abilities once they have started. Our first day will be next Wednesday, and I am excited! : )
Elizabeth
Today I went to Kelly's 2nd and 4th period classes to mentor the high school mentors. Some of them are new to the school, so they needed to get filled in on what they were supposed to do with the 3rd grade mentees. I wanted to make sure they are confident when they begin mentoring the 3rd graders. I went over the Teacher Guide with them, focusing on how much time they have per activity and what reading strategies they can use with their mentees (Modeling, Choral Reading, Shadow Reading, and Independent Reading). Then, to review, I asked them the order of activities they will be doing during their mentor sessions. Once I felt that they knew what to do, we practiced together. They paired off, one as the mentor and the other pretending to be the mentee. Once they got through the activity in the TTRM magazine, they switched so that both would have a chance to practice mentoring. Afterwards, we reviewed the order of activities and reading strageties again.
Also, just so you know specifically what the mentors will be doing with their mentees, here is a brief description of the weekly session:
For the first 5 minutes, they will meet & greet and review last week's theme from the TTRM student magazine. The magazine's theme for this semester's 10 sessions is titled "Great Lives," and it focuses on people such as Louie Pasteur, Thomas Edison, and George Washington Carver. Next, they will spend 15 minutes on the student magazine (title, pictures, vocabulary words, "find it" grammar review, reading section, timeline, and questions about the reading). Finally, they will read through a book together that TTRM provides for us to give to the mentees, and the mentees will be able to keep the book.
As I reviewed the mentors today, I noticed that some of them were very confident and excited about participating in this reading program. Others seemed nervous and shy about taking on the role of the mentor. After all, some of the vocabulary words in the student magazine were tough (e.g. microorganisms). Each week, I will be going with them to DYE for one hour and reviewing/mentoring new students on how to mentor their 3rd graders for one hour at SWA. Hopefully they will become more confident in their leadership abilities once they have started. Our first day will be next Wednesday, and I am excited! : )
Elizabeth
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