Blogs

Morning Radio Sonnet
by Alice Lesnick

I must be getting old.
This morning I listened with deep feeling 
To a story of research chimps held by the NIH
Now recommended for retirement to
Sanctuaries, where they would be let to forage for food,
Build nests, live in groups (of at least 7), and
Go outside when they want to. I want that these chimpanzees 
Should retire in a state of grace
Like my grandmother after she stepped down from Met Life
(Her first paying job) – a position she held for 12 years 
After my grandfather died young. 

She retired to Glen Cove to live with my cousins:
Kept house in their house,
Met them with milk and cookies after school;
Volunteered in the hospital gift shop where she got me
jewels and chocolates when I came to visit.

I would visit the research chimps and tell them:
We are sorry for your loss.

I've attached my field notes in a word document.  It was easier for me to format/add pictures that way.

This Wall Street Journal article, called Family, Inc., is about families using approaches from the business world to structure homelife -- complete with family mission statements and meetings.  A new take on concerted cultivation??

http://online.wsj.com/article/SB10001424127887323452204578288192043905634.html

On Fridays I work with a 2hr long class with 4-6 year olds. Usually, the weekly projects correspond to modern artists, but this week they worked with the Valentine's Day theme. There are 9 students in the class (8 girls and 1 boy), in the full age range. 

Exerpt:

During this class, something that stood out to me was Ms. A's helping the kids with many of their projects.

Cut-out hearts: fold square paper, draw half of heart, cut out along line. Some kids needed/wanted more help with this process than others. Ms. A would fold and draw for many of them, I was trying to show them how to do it by example, then see if they could do it on their own. Maybe this was a little too challenging?

Much of my experience has been with slightly older children and/or in more "educational" environments (schools and a museum that was all about educating children through creative projects). But should this placement (an art center) not be as challenging as a school? It's always still a learning experience. Also, because I am working with younger children (4-6), where is the line between encouraging challenging learning experiences and helping out with things that might be too advanced for a certain age group? Especially for young childred, there are certain developmental ages that really dictate what a child is capable of doing (i.e. scissors with the 2 yr olds).

Maybe I should read up on these stages...any suggestions?

http://theweek.com/article/index/239898/haiti-is-teaching-kids-in-the-wrong-language

February 5, 2013 

• learner is an active agent 

 effort and ability--->authority ----->merit and privilege --->conceded cultivation---->accomplishment or? natural growth 

questions of structure                   

and freedom

What is missing from this? 

• expectations/rituals (at home or at school) 
• intrinsic/extrinsic 
• different cultural logics 
• is it black or white? literally?
• to much stress in saying why it is important 
• came from different experiences of school and class 
• Can we generalize by class? Lareau say it is 
• all educative experiences but the payoff is different in our society 

Other ideas from the Lareau 

• Elementary school in a suburb of Philadelphia
• Tucked into a neighborhood, surrounded by trees, grass, etc.
• School goes from K-5th, all in one building
• No businesses, schools, religious buildings, etc. near the school, but primarily houses
• My placement is with Nina Smith, an English Language Learners (ELL) teacher
  • This is the second semester in a row that I am working with Nina
  • She is the ELL teacher for both Elementary Schools in the district
    • Last semester I only went to one of the Elementary Schools (Elementary 1)
    • This semester I will be doing 2 ½ hours/week at each school
      • The schools are in the same district and similar communities- how will they be different?

Last week the word that resonated with me was language and I have more questions than answers…. How do we teach language? How do we include all forms, but also make sure we are teaching “proper English”? But what is “proper”? As someone who has grown up with my mom correcting how I speak and how I write, how can I connect with those who speak differently? I want to work with students and connect with them. However, we all come from a very different background. How can I inspire students who can’t connect with me?

Sorry these are a little late! I had my first field placement today.

The school I am at is a 9-12 public magnet school in Center City. I am with Mr. T's 10th grade English classes, and beginning next week I will also be with Ms. R's 11th grade American History class. 

The first thing I notice when I walk into this school are the colors. Every wall is a bright shade of orange, green, yellow, blue, or purple. I come in during lunch time so all the students are out of class. As I walk to Mr. T’s class I see students hanging out, eating lunch, and walking around in the hallways. I do not see many teachers, and the students are not supervised. I walk into Mr. T’s class and he is having lunch while a technology class goes on. This particular room has big windows, bright blue colored walls, and five tables instead of desks. On the walls are various posters about the core values of the school, inspirational quotes, project instructions, and more. Immediately, I can feel the culture of this school is very warm, safe, mature, and fun.

This was my second visit to my independent school placement in center city with Teacher P's second grade classroom. We had morning meeting again where we played an interactive game discussing what we were going to do during the weekend. During the student's half hour at PE, Teacher P and I discussed the upcoming math lesson, and how one student struggles to work independently with his math work. She told me that this student, T, will be starting during this coming week to take medication for ADD symptoms. I am not sure if he has been diagnosed for ADD--I assume so since he is starting medication. She expressed some concern about never having taught a student on this medication before. She also mentioned that the adjustment process may be a difficult one, and that she was anticipating that. I am curious to see how T is doing this week since he started taking the medication--updates to come.