This service learning experience at Early Morning Elementary School has contributed to my growth as a teacher. To begin, it has given me experience. I have not had many oppurtunities to work in a classroom, so I was thankful for this chance to be a part of a classroom and work closely with students. It is important to have as much experience as possible because schools are different in different areas. Because I have worked in a school environment that is unlike what I am used to, I will be more prepared for the classes I will be involved with in the future.
My work at Early Morning Elementary School has supported my decisions about the grade level I hope to teach. I began the semester wanting to teach first or second graders. I then went through a brief phase of doubt, wondering if I should teach students at the early childhood level. I compared my time spent with the kindergarteners and the first graders and came to a conclusion. In terms of the kindergarteners, I do not have as much fun as I do with the first graders. There are too many children within my group, which often leads to them not listening or participating in the activity, and getting off task. I get frustrated because they are not having fun, and I feel as though I am not reaching them. While I understand that every teacher will have his or her bad days with their students, I seem to have more bad days than good days with the kindergarteners.
I have had a completely different experience with the first graders. I look forward to working with them, and I feel as though they are benefitting from the program's activities. One of my favorite sessions with them began like any other session. I asked them which of the games they wanted to play, and of course, they always vote for the Vowel Stars game. This game gives them paper, a pencil, and time to draw a little. As each student wrote their words, I went around and had the student read what was on their papers. I was so proud of one African American girl named Eva. Not only was she enthusiastic about writing as many words as possible, but she was able to sound out and read all of her words. I've noticed an improvement in the abilities of the first graders since I started working with them in September. After the children had been doing the Vowel Stars for awhile, I decided that it was time to move on to another activity. They selected a dice game that uses Dolche words. The game consists of a 6 x 5 chart, that has numbers across the bottom. I write words in each of the spaces across the bottom and go over them with the children a few times and have them repeat each word. They then role a dice and see which word they will have to work with on the chart. During this particular time, I noticed that Eva was not paying attention and continuing to write words on her paper from the previous activity. I went through the words, "Play...jump...could...you..." and was echoed by the students. As I arrived at the fifth word, I turned and said "Eva..." and all the other students said her name. She looked up at me and smiled; the other students laughed, and I did as well. I enjoyed myself during this visit, and it is days like this day that I am looking for and that I hope to experience when I am a teacher.
My service learning experience has caused me to observe the differences of students within schools. I am more aware of the fact that there are students from various cultures and classes within schools. As a teacher, I need to recognize these differences and be prepared to provide these children with what they need to succeed in school and the future. I should embrace the various cultures brought into the classroom, and provide assistance to children who are in need. This experience has exposed me to various efforts by teachers to promote change within the classroom. I thought the Reading Buddies program was a great start toward helping the Early Morning Elementary School children.
While observing the differences of the children and hearing the thoughts of teachers involved with the Reading Buddies program, I was reminded of Jonathan Kozol. Kozol's main arguments is that America's schools are still segregated and far from equal, and that something needs to be done in order to change this reality. He also mentions how children that come from black and Hispanic parents are not as "valued" as children from successful white parents, and how the government will cut back on money given to poor children for early education and school. I thought his ideas were relevant to the children at Early Morning Elementary because they face an inequality between themselves and other American children. They have fallen behind, and it has been left to teachers and volunteers to provide them with a means of catching up. The Reading Buddies program targets certain skill areas such as using words in a sentence, sounding out letters and words, and remembering how to spell certain simple words. In order to enhance the students' skills, the organizers of the program have created certain activities that will allow the children to learn and have fun at the same time. These efforts to improve each of the students is the first step in levelling the playing field for Hispanic, African American, and poor children. Overtime, these students will develop a much better understanding of the formation of words and sentences. Not only will they benefit individually from the activities done within the Reading Buddies Program, but as a group, they will improve and not be so far behind. The inequality between themselves and other American children will shrink and hopefully, disappear.
I feel that I am walking away from this service learning with something. I have experienced a new school environment, and worked with children that are different from me. I have done my best to help them improve their skills, and I believe that they have managed to learn something during my sessions with them. After leaving my first graders, one girl named Sophie told me that she would miss me. I have been touched by my students, and I hope that I have had a positive impact on their learning. This entire experience has confirmed that teaching is the right career choice for me.
Tuesday, December 8, 2009
Monday, December 7, 2009
Personal History and Bias
I grew up in Attleboro, Massachusetts. Attleboro is a small manufacturing city with a population of about 40,000 people. Although it is classified as a city, it is more rural and less busy than many other cities. Attleboro is similar to other places in that it has its maintained, middle and upper class sections along with its run down and lower class sections. I lived in a middle and upper class section in a duplex owned by my grandmother. All of the houses and buildings in and around my neighborhood were not exactly brand new, but were taken care of so that they looked in good condition. Lawns were green and mowed when necessary, and there were flowers in front of houses or hanging in containers attached to porches. Decorations and festive flags were displayed on many houses. My neighborhood was located several miles away from the train that runs through a part of the city. It was far enough so that the train was not a constant disturbance, but close enough so that me and my family could enjoy hearing it.
I come from a Portuguese family. There are numerous Portuguese families living in Attleboro. I lived in a different part of the city, but there is actually a section of the city that has been identified as being populated by many Portuguese families.
The schools that I attended were also located within the middle to upper class sections. From elementary to high school, the students within Attleboro's schools were primarily white. There were students of various ethnicities including African American, Asian, and Hispanic. However, white children were the majority of students in the school. When I think back to some of my classes and the students in each of those classes, I can only identify a very small amount of students that were not white.
As a white, middle class women, I felt a little out of place when entering Ms. Katherine's classroom. I was one of a handful of white individuals within the classroom, one of which was Ms. Katherine. At Early Morning Elementary School, white children are minorities, while Hispanic and African American children compose a majority of the student body. In addition, I differed from most of the students in terms of my economic standing. Many of the children come from families that are considered to be a part of the lower class.
I differ from the students in terms of both my ethnicity and my class. These are major components of an individual, and they do affect how a person lives. It is challenging to tutor the children in Ms. Katherine's class because I haven't been in their position. I grew up in a different kind of neighborhood, went to a different kind of school, and received a different kind of education. I do not know what it is like to live their lives, making it much more difficult to establish connections and reach them when they are having difficulties.
During this service learning experience, I have confronted several of my personal biases. It is difficult to admit but, the greatest bias that I had entering Early Morning Elementary School was that children within the lower class were going to be more of a challenge to tutor. I felt as though they might be further behind and more inclined to start trouble than children in the middle and upper classes. I cannot say that this experience has affirmed or disproved my bias. Not all of the children are falling behind and not all of them get into trouble. Some children follow directions, constantly pay attention, and do well with their school work. However, there are a number of children who are not close to where they should be in terms of their academics and a number that do participate in activities that drive Ms. Katherine to reprimand them. During one of my visits, the children had completed their Reading Buddies activities and were asked to go to the giant rug. While the teachers were busy organizing the students who were from other classrooms, the students on the rug were getting out of control. One girl named Carmen was sitting on the teacher's chair, claiming she had permission from Ms. Katherine to sit there. Another girl wanted to sit in the seat and started to push Carmen off. This confrontation lead to pinching and crying.
I think it is important to recognize my potential biases as a future teacher. I cannot allow my biases to prevent me from giving the best education possible to all of my students. Society is a diverse place, and as a result, schools are going to be diverse. I do plan to work with young children when I become an official teacher. While I may work with middle or upper class, privileged children, I may not, and end up working with children that are similar to those that I am currently working with at Early Morning Elementary School.
I come from a Portuguese family. There are numerous Portuguese families living in Attleboro. I lived in a different part of the city, but there is actually a section of the city that has been identified as being populated by many Portuguese families.
The schools that I attended were also located within the middle to upper class sections. From elementary to high school, the students within Attleboro's schools were primarily white. There were students of various ethnicities including African American, Asian, and Hispanic. However, white children were the majority of students in the school. When I think back to some of my classes and the students in each of those classes, I can only identify a very small amount of students that were not white.
As a white, middle class women, I felt a little out of place when entering Ms. Katherine's classroom. I was one of a handful of white individuals within the classroom, one of which was Ms. Katherine. At Early Morning Elementary School, white children are minorities, while Hispanic and African American children compose a majority of the student body. In addition, I differed from most of the students in terms of my economic standing. Many of the children come from families that are considered to be a part of the lower class.
I differ from the students in terms of both my ethnicity and my class. These are major components of an individual, and they do affect how a person lives. It is challenging to tutor the children in Ms. Katherine's class because I haven't been in their position. I grew up in a different kind of neighborhood, went to a different kind of school, and received a different kind of education. I do not know what it is like to live their lives, making it much more difficult to establish connections and reach them when they are having difficulties.
During this service learning experience, I have confronted several of my personal biases. It is difficult to admit but, the greatest bias that I had entering Early Morning Elementary School was that children within the lower class were going to be more of a challenge to tutor. I felt as though they might be further behind and more inclined to start trouble than children in the middle and upper classes. I cannot say that this experience has affirmed or disproved my bias. Not all of the children are falling behind and not all of them get into trouble. Some children follow directions, constantly pay attention, and do well with their school work. However, there are a number of children who are not close to where they should be in terms of their academics and a number that do participate in activities that drive Ms. Katherine to reprimand them. During one of my visits, the children had completed their Reading Buddies activities and were asked to go to the giant rug. While the teachers were busy organizing the students who were from other classrooms, the students on the rug were getting out of control. One girl named Carmen was sitting on the teacher's chair, claiming she had permission from Ms. Katherine to sit there. Another girl wanted to sit in the seat and started to push Carmen off. This confrontation lead to pinching and crying.
I think it is important to recognize my potential biases as a future teacher. I cannot allow my biases to prevent me from giving the best education possible to all of my students. Society is a diverse place, and as a result, schools are going to be diverse. I do plan to work with young children when I become an official teacher. While I may work with middle or upper class, privileged children, I may not, and end up working with children that are similar to those that I am currently working with at Early Morning Elementary School.
Tuesday, November 24, 2009
Supportive Communication
Communication is an important element within the classroom. It is through communication that teachers convey new material and ideas as well as directions to their students. The teachers in both the kindergarten and first grade classroom I volunteer in have various ways of communicating and interacting with their students. Because I spend most of my time in the kindergarten classroom, I have a greater understanding of how those teachers work and respond to their students.
In the kindergarten classroom, the primary teacher is Ms. Katherine, a white woman. Although she is a white teacher in a classroom primarily composed of Hispanic and African American children, she manages to reach her students. When communicating with them, she tells her students exactly what she expects. For example, many of the students love to get drinks from a bubbler located within the classroom when they should be moving to the giant rug. Upon seeing these children, Ms. Katherine does not walk up to them and say something indirect such as, "Excuse me? Is this the time to be getting a drink?" She tells the children that it is not the time to be having a drink and for them to move to the rug. Ms. Katherine is able to be direct and firm with her students.
I have found that Ms. Gloria is also firm, but in a way that is a little different from Ms. Katherine. Ms. Gloria, a Hispanic woman, is a teacher's assistant within the classroom. While she is direct like Ms. Katherine, I feel she is tougher with the students. I will never forget the time when all of the children were sitting on the rug with Ms. Katherine. She was sitting on a chair in front of the students and getting ready to read them a story. Before she began, she noticed that she was bleeding and needed to get a band-aid. Ms. Katherine stood up and asked Ms. Gloria to take her place and begin the story. During the switch, the children started to talk. The moment Ms. Gloria took a seat, the talking became quieter and eventually stopped. This event suggested to me that there was a difference between the two teachers. While Ms. Katherine is direct, she is not as strict or intimidating as Ms. Gloria.
Ms. Gloria offers assistance to Ms. Katherine in terms of addressing the linguistic differences within the classroom. The majority of the students are Hispanic or African American. Ms. Katherine differs from most of her students in that she is white. In terms of language, Ms. Katherine only speaks English. However, Ms. Gloria is one of many Hispanic individuals within the classroom, and she will often speak Spanish to certain children. When she does, it is usually after she has said the same thing in English. I think this is an excellent technique because it gives students who speak different languages the opportunity to follow directions and to further their understanding of the dominant language spoken within the classroom.
Ms. Katherine will use visuals when giving directions. One of the primary visuals she uses is to place her hands on her lips. When she does this, she asks the students to do the same. They understand that "fingers on their lips" means to stop talking and listen. I consider this visual to be one that is universal. Many children, regardless of their culture and language, understand that covering their mouth in some way means to be quiet. This is a helpful technique not only because it is easily recognizable to many children, but because it encourages listening and learning.
Along with their methods of giving strong commands and using helpful signals, the teachers within the kindergarten classroom do respond to children who are in need. One child who is in need of more assistance is a girl named Anna. Anna is an extremely sweet and caring girl. She likes to help, and she often gives hugs to her friends. When the class is on the giant rug, she will often ask the teacher if she is doing a good job. However, Anna is constantly unfocused and moving around at inappropriate times. During one of my visits, she noticed that Kim was absent on the classroom rug. She turned around and asked me where she was. I told her that Kim was not in school and most likely at home. She then started pointing to the row of cubbies against the wall and said Kim's bag was there. I wasn't sure if she was right, but then she got up and went to go touch the bag. I followed her and brought her back to the rug. She then proceeded to ask me where I was going after I left the classroom. I told her that I went to help out in a first grade classroom, and I then turned her attention to the teacher. I am not certain, but I believe Anna has a learning disability. The teachers within the classroom as well as those involved with the Reading Buddies program have tried to make adjustments for Anna. In terms of the Reading Buddies program, Anna was originally in Ms. Gloria's group. However, they moved her to Ms. Katherine's group. This was a beneficial move because Ms. Katherine is the head teacher of the classroom, and she will have the greatest chance of reaching Anna. A second adjustment was made in terms of the class time on the giant rug. Ms. Katherine pulled out a small Hello Kitty doll. She explained to Anna that this doll was for her to squeeze while she was on the rug. Ms. Katherine explained in clear directions to both Anna and the students what the purpose of the doll was. I thought this was an interesting technique. The goal is for Anna to use her energy to squeeze it and move it around in her hands. By using her energy on the doll, she will be less likely to get up and move around.
I was reminded of Lisa Delpit while I was thinking about the kindergarten teachers and their communication and responses. Delpit describes the authority styles of teachers who are racially different. It is believed that black teachers have more authority than white teachers; white teachers do not give direct commands and appear weak while black teachers have much more authority and are direct with their students. However, Delpit does not embrace this argument and suggests that a good teacher needs to create a way of teaching that works with the "culture and community context" of his or her classroom. I think the kindergarten classroom is a good example of Delpit's thoughts. Ms. Katherine may be white and racially different than most of her students, but she does speak with authority to her students. Her directions are clear and are not mere implications of what she wants her students to do.
Delpit also suggests that a good teacher is not one who treats every child in the same manner. Every child is different in terms of their sociocultural characteristics and their needs. In order for a teacher to be effective, he or she needs to recognize these differences and work with them. For instance, if a child is not fluent in the dominant language of the classroom, the teacher needs to work with that child to promote their learning of the language; the teacher needs to understand the difference between students who have a full understanding of the language and those who have a little understanding. Also, there are students who have different learning needs. Anna is an example of a child who needs extra assistance. It would be wrong to ignore her needs and treat her like the other students. The teachers of Early Morning Elementary School are doing their best to provide the help she needs.
The final connection I made to Delpit was in terms of how the teachers handle the linguistic differences of their students. Delpit believes that the cultural diversity of students should be embraced, but that it is necessary for them to learn the "codes of power." Ms. Gloria speaks to certain children in Spanish and English. She does not ignore their original language, and she uses it as a means of helping them learn the dominant language spoken within the classroom.
In the kindergarten classroom, the primary teacher is Ms. Katherine, a white woman. Although she is a white teacher in a classroom primarily composed of Hispanic and African American children, she manages to reach her students. When communicating with them, she tells her students exactly what she expects. For example, many of the students love to get drinks from a bubbler located within the classroom when they should be moving to the giant rug. Upon seeing these children, Ms. Katherine does not walk up to them and say something indirect such as, "Excuse me? Is this the time to be getting a drink?" She tells the children that it is not the time to be having a drink and for them to move to the rug. Ms. Katherine is able to be direct and firm with her students.
I have found that Ms. Gloria is also firm, but in a way that is a little different from Ms. Katherine. Ms. Gloria, a Hispanic woman, is a teacher's assistant within the classroom. While she is direct like Ms. Katherine, I feel she is tougher with the students. I will never forget the time when all of the children were sitting on the rug with Ms. Katherine. She was sitting on a chair in front of the students and getting ready to read them a story. Before she began, she noticed that she was bleeding and needed to get a band-aid. Ms. Katherine stood up and asked Ms. Gloria to take her place and begin the story. During the switch, the children started to talk. The moment Ms. Gloria took a seat, the talking became quieter and eventually stopped. This event suggested to me that there was a difference between the two teachers. While Ms. Katherine is direct, she is not as strict or intimidating as Ms. Gloria.
Ms. Gloria offers assistance to Ms. Katherine in terms of addressing the linguistic differences within the classroom. The majority of the students are Hispanic or African American. Ms. Katherine differs from most of her students in that she is white. In terms of language, Ms. Katherine only speaks English. However, Ms. Gloria is one of many Hispanic individuals within the classroom, and she will often speak Spanish to certain children. When she does, it is usually after she has said the same thing in English. I think this is an excellent technique because it gives students who speak different languages the opportunity to follow directions and to further their understanding of the dominant language spoken within the classroom.
Ms. Katherine will use visuals when giving directions. One of the primary visuals she uses is to place her hands on her lips. When she does this, she asks the students to do the same. They understand that "fingers on their lips" means to stop talking and listen. I consider this visual to be one that is universal. Many children, regardless of their culture and language, understand that covering their mouth in some way means to be quiet. This is a helpful technique not only because it is easily recognizable to many children, but because it encourages listening and learning.
Along with their methods of giving strong commands and using helpful signals, the teachers within the kindergarten classroom do respond to children who are in need. One child who is in need of more assistance is a girl named Anna. Anna is an extremely sweet and caring girl. She likes to help, and she often gives hugs to her friends. When the class is on the giant rug, she will often ask the teacher if she is doing a good job. However, Anna is constantly unfocused and moving around at inappropriate times. During one of my visits, she noticed that Kim was absent on the classroom rug. She turned around and asked me where she was. I told her that Kim was not in school and most likely at home. She then started pointing to the row of cubbies against the wall and said Kim's bag was there. I wasn't sure if she was right, but then she got up and went to go touch the bag. I followed her and brought her back to the rug. She then proceeded to ask me where I was going after I left the classroom. I told her that I went to help out in a first grade classroom, and I then turned her attention to the teacher. I am not certain, but I believe Anna has a learning disability. The teachers within the classroom as well as those involved with the Reading Buddies program have tried to make adjustments for Anna. In terms of the Reading Buddies program, Anna was originally in Ms. Gloria's group. However, they moved her to Ms. Katherine's group. This was a beneficial move because Ms. Katherine is the head teacher of the classroom, and she will have the greatest chance of reaching Anna. A second adjustment was made in terms of the class time on the giant rug. Ms. Katherine pulled out a small Hello Kitty doll. She explained to Anna that this doll was for her to squeeze while she was on the rug. Ms. Katherine explained in clear directions to both Anna and the students what the purpose of the doll was. I thought this was an interesting technique. The goal is for Anna to use her energy to squeeze it and move it around in her hands. By using her energy on the doll, she will be less likely to get up and move around.
I was reminded of Lisa Delpit while I was thinking about the kindergarten teachers and their communication and responses. Delpit describes the authority styles of teachers who are racially different. It is believed that black teachers have more authority than white teachers; white teachers do not give direct commands and appear weak while black teachers have much more authority and are direct with their students. However, Delpit does not embrace this argument and suggests that a good teacher needs to create a way of teaching that works with the "culture and community context" of his or her classroom. I think the kindergarten classroom is a good example of Delpit's thoughts. Ms. Katherine may be white and racially different than most of her students, but she does speak with authority to her students. Her directions are clear and are not mere implications of what she wants her students to do.
Delpit also suggests that a good teacher is not one who treats every child in the same manner. Every child is different in terms of their sociocultural characteristics and their needs. In order for a teacher to be effective, he or she needs to recognize these differences and work with them. For instance, if a child is not fluent in the dominant language of the classroom, the teacher needs to work with that child to promote their learning of the language; the teacher needs to understand the difference between students who have a full understanding of the language and those who have a little understanding. Also, there are students who have different learning needs. Anna is an example of a child who needs extra assistance. It would be wrong to ignore her needs and treat her like the other students. The teachers of Early Morning Elementary School are doing their best to provide the help she needs.
The final connection I made to Delpit was in terms of how the teachers handle the linguistic differences of their students. Delpit believes that the cultural diversity of students should be embraced, but that it is necessary for them to learn the "codes of power." Ms. Gloria speaks to certain children in Spanish and English. She does not ignore their original language, and she uses it as a means of helping them learn the dominant language spoken within the classroom.
Monday, November 16, 2009
Sociocultural Distinctiveness
I usually arrive at Early Morning Elementary School a half hour to forty-five minutes before I start tutoring. While I am waiting out in my car, I prepare my usual plain bagel with cream cheese from Dunkin Donuts for breakfast. As I enjoy my breakfast, several buses enter the school parking lot to drop off many of the students. I watch the children leave the bus and run past my car, smiling and laughing with their friends. When I first began this service learning experience, something struck me about these students. I recognized that a majority of the students appeared to be either African American or Hispanic. I remember only seeing a few white children among the crowd of students. Upon entering my kindergarten classroom, I found that the ethnic qualities of the students were not much different than those of the children leaving the buses.
In addition to a few white children and two Asian children, most of the students are either African American or Hispanic. In terms of my small tutoring group made up of six students, five of the six children fall into the two major ethnicities; the exception is one white boy named Benjamin. I found that the same characteristics could be applied to the first grade classroom in which I also work. Of the five students I tutor, three are Hispanic, one is African American, and one is white. The data on the Infoworks website supported my observations concerning the students' ethnicities. Of the students attending Early Morning Elementary School between 2007 and 2008, 66% were Hispanic and 23% were African American. The percentages of Asian and white students were only 8% and 4% respectively.
The primary language spoken within both classrooms is English. Many of the students that I have had the opportunity to talk with are able to understand and speak effectively with English. However, that does not mean other languages are not used. In my kindergarten classroom, the teacher has an assistant named Ms. Gloria, who is a Hispanic woman. She will speak Spanish to certain students when talking to them or giving them commands. According to the 2007 to 2008 Infoworks data, 55% of students were not receiving any kind of language education, 43% were receiving ESL education, and 2% were bilingual.
I think these statistics illustrate that the students within the kindergarten classroom as well as the small group I work with in first grade have a lot to offer in terms of cultural capital. In terms of the kindergarten, while the African American and Hispanic children together make up the two major ethnicities present within the school, they do come from different households and have different experiences. They can share elements of their cultures with the few children who are Asian and white. I believe this exchange of culture can happen in the other direction. Although there are only two Asian students present in the kindergarten, they bring something much different to the classroom. Their languages, customs, and beliefs are something new and unfamiliar to a majority of the other students. I believe the white children can also contribute to the mix of cultures within the classroom, and at the same time, benefit from being in the presence of such different cultures. During one of my visits, I overheard a Hispanic child say to Kim, one of the two Asian children, "My mom says you're Chinese. Are you?" Children are curious about the differences of their peers. Such a mix of cultures provides the children with opportunities to learn about their peers and ultimately, their community and society, and to grow.
I think the linguistic composition of the school can also improve the children. Although there is a large amount of children who speak English, there is also a large amount of students that are in ESL. Language is an important element of culture and identity. It is something that gives an individual the ability to speak and connect them with their heritage. Language can also provide a barrier. It is difficult and frustrating to not be understood. I believe children in ESL will benefit from their English speaking peers. This exposure will enhance their learning and abilities. The children who can speak English can also benefit from their peers that speak another language. In a society where there are many different people with different cultures, knowledge of a second language can be a helpful asset. If this knowledge is developed and a child becomes fluent in more than one language, they may have more oppurunities when, for instance, applying for jobs.
Many of the students I have worked with express great pride in who they are and love to share their culture with others. I feel that if students are proud and confident of their culture, they will be more likely to stand up for themselves and be active in society. With my group of first graders, I will usually talk with them or let them draw on their papers after we have completed various activities. The children usually write silly words or draw pictures. However, the Hispanic children will sometimes draw flags from their country of origin. When they are done, they will show their illustrations to me and the rest of the group, and they will explain what they have drawn and how it is important to them.
In addition to a few white children and two Asian children, most of the students are either African American or Hispanic. In terms of my small tutoring group made up of six students, five of the six children fall into the two major ethnicities; the exception is one white boy named Benjamin. I found that the same characteristics could be applied to the first grade classroom in which I also work. Of the five students I tutor, three are Hispanic, one is African American, and one is white. The data on the Infoworks website supported my observations concerning the students' ethnicities. Of the students attending Early Morning Elementary School between 2007 and 2008, 66% were Hispanic and 23% were African American. The percentages of Asian and white students were only 8% and 4% respectively.
The primary language spoken within both classrooms is English. Many of the students that I have had the opportunity to talk with are able to understand and speak effectively with English. However, that does not mean other languages are not used. In my kindergarten classroom, the teacher has an assistant named Ms. Gloria, who is a Hispanic woman. She will speak Spanish to certain students when talking to them or giving them commands. According to the 2007 to 2008 Infoworks data, 55% of students were not receiving any kind of language education, 43% were receiving ESL education, and 2% were bilingual.
I think these statistics illustrate that the students within the kindergarten classroom as well as the small group I work with in first grade have a lot to offer in terms of cultural capital. In terms of the kindergarten, while the African American and Hispanic children together make up the two major ethnicities present within the school, they do come from different households and have different experiences. They can share elements of their cultures with the few children who are Asian and white. I believe this exchange of culture can happen in the other direction. Although there are only two Asian students present in the kindergarten, they bring something much different to the classroom. Their languages, customs, and beliefs are something new and unfamiliar to a majority of the other students. I believe the white children can also contribute to the mix of cultures within the classroom, and at the same time, benefit from being in the presence of such different cultures. During one of my visits, I overheard a Hispanic child say to Kim, one of the two Asian children, "My mom says you're Chinese. Are you?" Children are curious about the differences of their peers. Such a mix of cultures provides the children with opportunities to learn about their peers and ultimately, their community and society, and to grow.
I think the linguistic composition of the school can also improve the children. Although there is a large amount of children who speak English, there is also a large amount of students that are in ESL. Language is an important element of culture and identity. It is something that gives an individual the ability to speak and connect them with their heritage. Language can also provide a barrier. It is difficult and frustrating to not be understood. I believe children in ESL will benefit from their English speaking peers. This exposure will enhance their learning and abilities. The children who can speak English can also benefit from their peers that speak another language. In a society where there are many different people with different cultures, knowledge of a second language can be a helpful asset. If this knowledge is developed and a child becomes fluent in more than one language, they may have more oppurunities when, for instance, applying for jobs.
Many of the students I have worked with express great pride in who they are and love to share their culture with others. I feel that if students are proud and confident of their culture, they will be more likely to stand up for themselves and be active in society. With my group of first graders, I will usually talk with them or let them draw on their papers after we have completed various activities. The children usually write silly words or draw pictures. However, the Hispanic children will sometimes draw flags from their country of origin. When they are done, they will show their illustrations to me and the rest of the group, and they will explain what they have drawn and how it is important to them.
Saturday, October 10, 2009
Descriptions and Values
This week I was able to move beyond preperation to actually working in the classrooms and with students. I feel as though this was the week my service learning experience really began. Early Morning Elementary School is surrounded by a neighborhood that isn't in the best shape; the buildings are old and show signs of neglect. Although the qualities of the neighborhood are not the greatest, the school has a much different appearance and feel to it. The school is a fairly new building with a simple design, and for an elementary school, it is large.
I parked my car in one of the few parking spaces available in the front of the building and walked to the main entrance. After I was allowed inside, I went to the office that was directly left of where I entered. After signing myself in, I headed down the first floor hallway to my first classroom. From 9:30AM to 10:30 AM, I work in a kindergarten classroom. While I was walking, I noticed that the school inside is very similar to its appearance on the outside. Everything is new, but it is very simple; there isn't much on the walls in terms of decoration. When I arrived at my destination, I knocked on the door and entered the classroom. The lights were off which made it difficult to find the teacher. She emerged from behind some easles, and I introduced myself. She asked me to turn on the lights and take a seat at one of the small tables that the children were sitting and waiting around. She was having them wait while she set up activities on several computers for two of the students to do. Having the lights on allowed me to really see the classroom. It had many elements of most classrooms including desks and chairs, cubbies filled with coats and bags, books, paper and various writing utensils, and student artwork all over the walls.
After putting my bag away, I took a seat at a table with three girls. They were curious and excited about having a new visitor. I ended up talking with a girl named Kim. She told me about her new earrings that hurt her ears, her brother who rides the bus with her to school, and her younger siblings that she helps take care of at home. I enjoyed talking with her, and I was delighted that she felt comfortable enough to share with me some details about herself.
The teacher soon asked all of the students to stop what they were doing, put their hands up, and listen. She directed them to put away everything on the tables and gather on the giant rug. They sat in three rows, and each student had an assigned place in the row. It took a little time for the students to get organized.
After everyone was in their correct spot, the teacher began a series of activities. She went through cards that had letters of the alphabet and were accompanied by pictures that began with each letter. The students did well with identifying the pictures and sounding out the first letter. The teacher then turned to the calendar posted on a nearby wall and identified the month, the day and the year. She also asked the students about the type of weather and how many days they had been in school. The next item on the agenda was to learn a new letter. The students had already learned the letters M and S and were now moving on to the letter H. The teacher used a giant book that told a story using every letter. The story using the letter H was about hammering. The students practiced writing the letter in the air, and then singing a hammering song.
I was then pulled out of the classroom in order to work in my second classroom. From 10:30AM to 11:00AM, I work in a Reading Buddies program with a group of five first graders. My job was to play a fun game with the children, while at the same time, helping them improve their writing and reading skills. The game I received was called "Vowel Stars." The kit came with a bunch of laminated paper stars. Each of the points of each star had a vowel while the centers had incomplete words. For example, one of the stars had "d_g" printed in the center. The students were required to write the incomplete word and complete it by filling in all of the vowels to make new words. The children really enjoyed themselves. All of them went beyond one star and ended up completing two or three. They were proud of themselves, and wanted to take their work with them to continue it and show their teachers and parents. Towards the end of the activity, the children were getting a little restless. I decided to let them do what they had been dying to do the minute they saw the stars: trace them in order to draw Patrick from Spongebob Squarepants.
I learned a lot during my first day of service learning. In the kindergarten classroom, I saw values of listening and cooperation emerge. The teacher asked students to perform actions such as putting their hands up or putting their fingers on their lips when it was important to be quiet. I think such actions are meant to encourage students to listen to what others are saying so that they might understand what is going on around them and be able to learn from not only their teacher, but their fellow students. Working with the first graders was the best part of my day. I thought that the Reading Buddies program was a great idea. With a little more time, I think the students will benefit from it. I feel that what I am in doing in my service learning and the Reading Buddies program relates to the ideas presented by Kahne and Westheimer. They present two kinds of service learning models: charity and change. While both models are good, the change model focuses on social reconstruction and transformation. The change model involves looking for ways to change the status quo, the present situation in the classroom. This model provides a much deeper and rewarding service learning experience for both the student and the children they are working with. Kahne and Westheimer emphasize the importance of creating positive changes within the classroom. The teachers within the Early Morning Elementary School understand that children in Providence schools struggle and have different needs than those of students in other schools. This program is a means to help and transform their abilities. I am excited to be a part of the program. I really loved working with my group of first graders, and the experience affirmed that this was the age level that I hope to work with someday.
I parked my car in one of the few parking spaces available in the front of the building and walked to the main entrance. After I was allowed inside, I went to the office that was directly left of where I entered. After signing myself in, I headed down the first floor hallway to my first classroom. From 9:30AM to 10:30 AM, I work in a kindergarten classroom. While I was walking, I noticed that the school inside is very similar to its appearance on the outside. Everything is new, but it is very simple; there isn't much on the walls in terms of decoration. When I arrived at my destination, I knocked on the door and entered the classroom. The lights were off which made it difficult to find the teacher. She emerged from behind some easles, and I introduced myself. She asked me to turn on the lights and take a seat at one of the small tables that the children were sitting and waiting around. She was having them wait while she set up activities on several computers for two of the students to do. Having the lights on allowed me to really see the classroom. It had many elements of most classrooms including desks and chairs, cubbies filled with coats and bags, books, paper and various writing utensils, and student artwork all over the walls.
After putting my bag away, I took a seat at a table with three girls. They were curious and excited about having a new visitor. I ended up talking with a girl named Kim. She told me about her new earrings that hurt her ears, her brother who rides the bus with her to school, and her younger siblings that she helps take care of at home. I enjoyed talking with her, and I was delighted that she felt comfortable enough to share with me some details about herself.
The teacher soon asked all of the students to stop what they were doing, put their hands up, and listen. She directed them to put away everything on the tables and gather on the giant rug. They sat in three rows, and each student had an assigned place in the row. It took a little time for the students to get organized.
After everyone was in their correct spot, the teacher began a series of activities. She went through cards that had letters of the alphabet and were accompanied by pictures that began with each letter. The students did well with identifying the pictures and sounding out the first letter. The teacher then turned to the calendar posted on a nearby wall and identified the month, the day and the year. She also asked the students about the type of weather and how many days they had been in school. The next item on the agenda was to learn a new letter. The students had already learned the letters M and S and were now moving on to the letter H. The teacher used a giant book that told a story using every letter. The story using the letter H was about hammering. The students practiced writing the letter in the air, and then singing a hammering song.
I was then pulled out of the classroom in order to work in my second classroom. From 10:30AM to 11:00AM, I work in a Reading Buddies program with a group of five first graders. My job was to play a fun game with the children, while at the same time, helping them improve their writing and reading skills. The game I received was called "Vowel Stars." The kit came with a bunch of laminated paper stars. Each of the points of each star had a vowel while the centers had incomplete words. For example, one of the stars had "d_g" printed in the center. The students were required to write the incomplete word and complete it by filling in all of the vowels to make new words. The children really enjoyed themselves. All of them went beyond one star and ended up completing two or three. They were proud of themselves, and wanted to take their work with them to continue it and show their teachers and parents. Towards the end of the activity, the children were getting a little restless. I decided to let them do what they had been dying to do the minute they saw the stars: trace them in order to draw Patrick from Spongebob Squarepants.
I learned a lot during my first day of service learning. In the kindergarten classroom, I saw values of listening and cooperation emerge. The teacher asked students to perform actions such as putting their hands up or putting their fingers on their lips when it was important to be quiet. I think such actions are meant to encourage students to listen to what others are saying so that they might understand what is going on around them and be able to learn from not only their teacher, but their fellow students. Working with the first graders was the best part of my day. I thought that the Reading Buddies program was a great idea. With a little more time, I think the students will benefit from it. I feel that what I am in doing in my service learning and the Reading Buddies program relates to the ideas presented by Kahne and Westheimer. They present two kinds of service learning models: charity and change. While both models are good, the change model focuses on social reconstruction and transformation. The change model involves looking for ways to change the status quo, the present situation in the classroom. This model provides a much deeper and rewarding service learning experience for both the student and the children they are working with. Kahne and Westheimer emphasize the importance of creating positive changes within the classroom. The teachers within the Early Morning Elementary School understand that children in Providence schools struggle and have different needs than those of students in other schools. This program is a means to help and transform their abilities. I am excited to be a part of the program. I really loved working with my group of first graders, and the experience affirmed that this was the age level that I hope to work with someday.
Thursday, September 3, 2009
Introduction
My name is Stephanie. I am majoring in Elementary Education with a concentration in English. This is my second year at Rhode Island College. So far, the semester is going well. Outside of school, I work part time as a hostess at a restaurant near my house. When I am not working or at school, I like to do things such as reading, watching television, watching movies, and hanging out with family and friends.
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