Short Attention Span
Last week I went to Chollas twice to make-up for the times that I missed the previous week - Short Attention Span introduction. I noticed that my mentees really anticipate for me to come and I feel really bad if I miss one week of seeing them. However, last week it happened to be the opposite. My mentee ended up being absent because she was sick. So instead I helped Ms. Silva do little group activities and made sure that the students were on task. Has your mentee been absent before? If yes, what o you do help the classroom teacher?
What are your plans for Halloween? Do you know what your mentee is doing for Halloween? Andrea, my mentee told me that Halloween is one of her favorite days in the year because she can eat as many candy as she wants. She plans to go trick or treating with her sister and her mom. Section 3 This week I had an opportunity to go mentor on Friday October 22nd and on Monday October 25th. I was really excited to go on Friday because I did not have a chance to mentor last week due to my hectic midterm schedule.
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However, right when I stepped into the classroom couple of kids told me that Andrea was out sick. I was really disappointed because I wanted to ask her some questions about her family and talk to her about the book that we were going to make together. Since Andrea was absent, Ms. Silva wanted me to help the kids out on couple of grammar worksheets that they were working on. First, Ms. Silva led a math discussion. They were starting to learn basic algebra. Some of the students were starting to get confused because now there were letters involved in a math equation.
Also, some of the equations were difficult because the kids were not getting the concept or haven’t mastered their times table yet. After math time was over, Ms. Silva started to work with the reading groups. While she did that, I went around the classroom to help those who were struggling with their worksheet. They were mostly working on contractions and synonyms. This was a good exercise because they started to practice looking the words up in the dictionary. On Monday, I had the chance to finally see Andrea.
She told me she caught the flu and was feeling a little sick. Even though she was at school, she mostly spent her time putting her head down because she wasn’t feeling well. I didn’t want to force her to do her work so we talked a little about her family. Both of her parents work, but her mom tries to take time off so she can spend more time with her daughters. Since her mom did not speak much English, Andrea told me that she can translate over the phone. So I’m really looking forward to know more about Andrea outside of the classroom.
Today, the class started on creative writing. Every kid got to use their assigned lap top to research and type up their paper. Some of them were writing about their favorite trip or their favorite activity. They started to brain storm, but have not finished yet. Section 4 The reading, “What it Takes to Make a Student focuses on the No Child Left Behind Act which was created during Bush’s presidential term. The main goal for this act is to have all the students achieve the same score on the standardized test.
However, the students are grouped by their race and the wealth of the family. Through statistics it is evident that black students score a lot lower than a white student who comes from a wealthy family. When it comes to education, I believe that these students should not be racially segregated, but should be more focused on their education. The background may actually matter when it is affecting their school work directly. Andrea does come from low income family and her mom does not speak much English, but her parents make sure that she is on top of her school work. Lessons from Home,” by Delprit shows that the issues that children have at home influences their academic work. Students who are middle-class have an advantage because their home background matches that of most school teacher. The teachers need to have opportunities to learn to connect to children’s families. Schools should regard family involvement and have meetings within their community. Parent involvement improves children’s education and promotes a positive influence. Luckily, Andrea does get help from her mom and is doing pretty well in school.
Parents need to have an influence because the teachers are not always with the students and cannot be checking up on them all the time. Armstrong article talks about how labeling the students with ADHD or autism blocks the teachers from understanding who these children really are. The causes of abnormalities in the brain scans of children labeled with ADHD may be environmental rather than inborn. The environmental conditions like stress and trauma may negatively affect neurological patterns including prefrontal and cortical function in children.
The help that these students can receive needs to be separated by what they’re labeled as. Also, the standardized tests do not really help the students, but it serves only to lure educators away from the depths and complexities of real student’s lives. Kids do not like being labeled and might do anything to get out of that situation. In Ms. Silva’s class, the students are grouped by the reading level. Even though this may help them in the long run, the “Go Carolina” by Sedaris is about a student who has a lisped and is struggling to correct it.
He is assigned to a speech tutor who is having a hard time improving the student because he is not willing to work with her. Since he does not want to sound dumb and pronounce the letter s, he does the worst thing possible. He avoids it. He built insecurity and it affects his confidence in his speech. No one likes their mistakes to be pointed at. In the classroom, especially with those who are struggling with their work are either rebellious or shy. When they do make mistakes, I try not to point it out in an obvious way, but point it out enough so that they will correct it and hopefully not make the same mistakes next time.