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For my field placement, I tutor one to two elementary school children on a weekly basis as a part of an afterschool program. A few weeks ago, my peers and I unintentionally arrived nearly thirty minutes early and the elementary students were not released for afterschool tutoring yet so we patiently waited in the hallway for them to arrive when something in particular caught my eye. Alongside ESL pamphlets and food nutrition pamphlets was one pamphlet that stood out to me—on the cover it stated in bolded letters “FIGHT BACK AGAINST: Drugs, gangs, robbery, vandalism, violence, and weapons in your school by calling WeTip inc”. And the pamphlet went on to describe how an individual can anonymously report a crime and potentially receive up to a $1,000 reward by reporting though a specific number and website.

This pamphlet prompted me to begin asking many questions about the environment and the concept of safety within and outside of a school setting and the impact it can have on a student’s education. So as a result of my curiosity I began to question: is this a standard program for all public schools in this area? Was the school required to implement this program or was it the school’s choice? Was there a particular instance that “set off” an insecure feeling that led to the execution of this program? From what I discovered from the WeTip website, it is a service that can be bought by schools and companies in order to secure anonymity of anyone reporting a tip and the service has been in existence since 1972.

The second thing that was notable this week occurred today during our class discussion with Marsha Pincus. As I shared in class, when I was in middle school we went on a week long overnight field trip, in which we were divided into groups. At the time, we noticed that the groups seemed to be divided by cliques, including which teacher was leading the group. For example, the athletic kids were with the gym teacher, the kids in band were with the band teachers, etc. A few years later, the gym teacher whose group my friends and I were in confessed that they had drafted the groups. At the time, we absolutely loved our groups. I was with my favorite teacher and all my friends, so it seemed like the ideal situation. However, reflecting back now, I see that all that did was establish and enforce the stereotypes that we already felt about each other and ourselves. While it is true that these groups already existed, making these groups established that they were concrete and acknowledged that the teachers were also aware of them, and felt no need to attempt at integration. In high school, we all developed other interests, but the groups remained. Perhaps part of this is that we were not encouraged to reach outside of these groups at a young age, which lead to the cliché, “you can’t teach an old dog new tricks.” This was also an example of our teachers projecting themselves onto us, as in many ways the groups seemed to be divided by who they would have liked to be friends with if they were our age.

With thanks to Marsha Pincus! 

Please use this space, and Marsha can find us and join in!

Tuesday 3/19/13:

            During the second half of the day the subject that we focused on was math.  In particular we worked on identifying and understanding money values.  This lesson was interesting to me because it is an example of not only an important part of kindergarten curriculum, but it is also an important life skill.

            The lesson began with Ms. L displayed a chart on the white board labeling the name of the coin, and it’s value on the board.  The students sat in a circle, and were each given replica play money that was similar in size and color to real money.  Ms. L also gave students magnifying glasses so they could observe the details of the coins.

                        I really liked this lesson because of its relevance to everyday life.  This is reflective of skills that children need to have as they get older, both within the classroom, and outside of the classroom.  I also liked the lesson because it was very hands on.  It allowed to the students to examine the money up close, and allowed for them to make draw their own conclusions on questions posed.

3/20/13

Elementary School 1 

I'm facebook friends with my former high school teacher and got a kick out of a poem she wrote refering to the  test students in Massachusetts have to pass to graduate from high school:

Twas the night before MCAS in the city of sin

And I'm stressing bout how my kids will begin

Will they restate the prompt and not overquote?

Will they slow down and brainstorm with copious notes?

Will they stick to the prompt and not go off track?

Will their proctors allow them to have a light snack? 

Will they not fall asleep when they read something boring?

Will they remember the rubrics and methods of scoring?!

I guess now's the time to just let them go...

And forget all the days that we've missed due to snow

They'll tell me I've forced it, they'll say I'm mad dry

But if they get 2s then Miss surely will cry

I'm going to bed praying for 4s they will write

Happy MCAS to all and to all a goodnight!

Hey guys I've been really bad at posting entries.. Sorry I'll post them here and you all can chose which, if any to comment on. =)

Journal Entry 5

In class we split up into journal groups and created checkpoints for teachers to assess student’s learning processes. We decided these as key points in creating a productive learning environment