The blog will serve as a medium for students from Temple University’s Education in the Global City to connect their classroom activities with their Philadelphia volunteer site experiences. The course is geared to develop your understanding of the history, society, culture and political systems of the U.S. In addition to teaching them how to interpret historical & cultural materials and articulate their point of view about the role globalization and education has played in American history.
I want to try and not be a wall flower and be apart of the action. I try to be more inviting because sometimes my facial expression face can be misleading.I do not know how successful i am so far.The last meeting before Spring break i missed a day and the following week they had early dismal. I went this week but to my surprise the hours were changed and I was not made aware of the change by Sarah or the rest of the group. I cannot tell whether this approach as worked or not because I have not had a chance to really follow through and its too early to say.
I have kept my same approaches since I have started doing AVID Tutoring back in High School. I know these techniques have been working because the students have always been successful in their assignments for the AVID Elective course.
@Kellian It's always good to have a welcoming and approachable presence with people. Also, becoming apart of the action is always a good start being as your role in your placement site is very fundamental. I think yours new techniques will work quite well!
I am trying to assess where to draw the line on appropriate behavior; when to discipline and when to ignore it. It's too early for me to say because I have not had enough time at my placement site. I had to sit out two weeks because I hadn't been trained yet, and Spring Break week was cancelled. I have grown more accustomed to what to expect from the kids so hopefully determining when is appropriate to step in and correct their behavior will come more easily.
The more the kids are around you, the more comfortable they'll be. Maybe it will be easy to get involved helping a more out-going kid first and the shy ones will follow suit.
It is easy to be myself around around the students because they are teenagers. It wasn't long ago since I graduated from high school so I understand all the different things they feel. I try to be their friend: act goofy and make jokes just as I would with my friends. But at the same time, tell them to take their headphones out, and put their cell phones away. They listen to me (for a moment) because I say it respectfully. They can see right through you when you're fake and I think the best thing to do is be yourself.
@ Rebecca I think drawing a line will be something that will challenge you throughout your volunteering process. It's hard to but the more comfortable you get and the more familiar you are with the kids and the whole routine, it'll be easier. Just give it a few more weeks.
My group is composed of both 7th and 8th grader and it's always trouble me when i go to help one group the other group is just sitting there and looking so bored because they can't contribute to the discussion. This week i tried to encourage both groups to participate to whatever question asked. When the question comes from the 8th grade i would simplify it so that even the 7th grader can understand and contribute. And when the problem comes from the 7th grader, i sometime make up a more difficult one with similar to the last and challenge both 7th and 8th graders. I think this approach works pretty well because this week both group was very eager to try to solve the problems. Although i don't know if i can use this technique for every subjects they have, but i think if i can somehow connect the question so that it make sense to both of the group, they both will be able to participate in the discussion.
One new approach that I have started to use is that I have become harder on the kids and not letting them get away with anything. The week before spring break a student I was working with a student that ripped up a worksheet because he didn’t want to do. He didn’t want to do it because one of the other boys didn’t have to do it. He was told to put it away and wouldn’t have to do it at Tree House. After he ripped it up, we tapped it back together and made a photo copy. Every time I am at Tree House I learn more about how tough I have to be on the kids to make sure they get their work done. I know that it is working because even though the kids don’t like that I push them harder to get the work done they know I care. The kids also like to work with me more than they did in the begin. They may just be more comfortable but they also know that they will get the work done when I work with them.
Since I only tutor once a week, I have begun to talk with other volunteers about how the students have been behaving so far throughout the week. The kids go to Tree House four times a week and know what tutors work each day. They try to pick out new tutors to work with on different days so they can be goof off and not start their work right away. By knowing how the kids behavior has been and keeping them focused on work has helped me and them to finish their work and improve on their reading skills.
@ Linh Nguyen I think it’s awesome that you found a way to get both grades involved in the discussion. Depending on the course material you could probably get a debate going which would have the students challenging themselves as well.
@Chansophea Ten I think it's nice that you can be yourself when you're around the students. I cant act goofy and make jokes just as i would with my friends. Since the students at Bache-Martin are much younger than me, they looked up to me as someone who supposed to know the answer to all of their questions. They respected me and i feel that i just can't be myself and have to act like a adult.
I am trying to word questions faster that will prompt the students to think about a solution to the question on the board. I try to make them general, but effective. It’s difficult to quickly and effectively reword questions when the students don’t understand what I’m asking. They also want me to give them the answers, which I’ve explained I’m not suppose to do. When they are trying to answer a difficult question, I try to encourage them all to participate by having each student try to answer it at the board. What often happens when one student tries a problem at the board, the other students copy what that student is writing instead of figuring it out on their own. By giving them all a chance at the board, I can see what each student knows and how they still need improvement. This strategy seems necessary also because none of the students in my group like to receive help from their peers. I was going to try a reward system where participating students would receive a small candy, but my classroom teacher had the same idea. She gave a chocolate to the best participant in each group at the end of the class.
@Ellyn It's awsome that you've found a comfort zone with the kids. You help them finish their work and react calmly but effectivly to obstacles. One of the difficult aspects of AVID is that we tutor a group of kids. All these students are friends and don't really like to recieve help from their peers.
The first time that we worked with a class, I remembered being so surprised at the kids disrespect that I just did not wish to help them anymore. Since then, we have made the rules more distinct and it isn't just a free for all. The new rules really helped to calm down the classes and now the project is more enjoyable for me. It also helps me feel like I can relax and be myself instead of an authoritative figure.
I think it was really smart of you to ask other tutors about the kids. Knowing their ways will really help get everything done since you are kind of like a substitute teacher to them.
@Chansophea I think thats the best way to go about things with teenagers. I think they will continue to listen if you keep that approach. Its also really good that you can talk and joke around with them, they don't get that from their teachers and I'm sure they really like that you are there and act that way with them.
Learned that a lot of the kids do not like math very much, and that is why so many of them are failing math. I decided to incorporate real life experiences and show them how learning math is important to life. I know that my technique is working because that kids are much more excited about learning math then they were at the start.
@Kellian Having a positive attitude is very important when working with kids. If they get the feeling you are not into your job they will use that as a reason to not do their work.
At my placement site, I was having trouble making the kids feel comfortable enough to talk to me. It seemed that when the AVID teacher directed the students to pay attention to me and speak to me, they would, however on their own they did not see me as a helping figure and would first go to the teacher to seek guidance rather than myself.
To improve this situation I have decided to become more personable with the students in the beginning of class and ask how their weeks have been going and/or how their PSSA's went. I think that the first 5 minutes of class before students get organized is a great time to sit and casually talk to students. I feel that when I do that that I am more approachable from their point of view. If the students see that I am interested in them and their lives maybe they will feel more obligated to return the favor or feel like I am a figure in their lives that is their to help rather than just an authority figure.
I agree with you that incorporating real life situations is very helpful with getting the students interested in what they are learning. Last week myself and another tutor did presentations on each of our majors in college and the careers we are aspiring to have. The students became much more interested when we related the information we were giving them to things that they liked. For example - sports, school activities, and music artists that they like.
I want to try and not be a wall flower and be apart of the action. I try to be more inviting because sometimes my facial expression face can be misleading.I do not know how successful i am so far.The last meeting before Spring break i missed a day and the following week they had early dismal. I went this week but to my surprise the hours were changed and I was not made aware of the change by Sarah or the rest of the group. I cannot tell whether this approach as worked or not because I have not had a chance to really follow through and its too early to say.
ReplyDeleteI have kept my same approaches since I have started doing AVID Tutoring back in High School. I know these techniques have been working because the students have always been successful in their assignments for the AVID Elective course.
ReplyDelete@Kellian
ReplyDeleteIt's always good to have a welcoming and approachable presence with people. Also, becoming apart of the action is always a good start being as your role in your placement site is very fundamental. I think yours new techniques will work quite well!
I am trying to assess where to draw the line on appropriate behavior; when to discipline and when to ignore it. It's too early for me to say because I have not had enough time at my placement site. I had to sit out two weeks because I hadn't been trained yet, and Spring Break week was cancelled. I have grown more accustomed to what to expect from the kids so hopefully determining when is appropriate to step in and correct their behavior will come more easily.
ReplyDeleteRebecca Tokar
@Kellian
ReplyDeleteThe more the kids are around you, the more comfortable they'll be. Maybe it will be easy to get involved helping a more out-going kid first and the shy ones will follow suit.
Rebecca Tokar
It is easy to be myself around around the students because they are teenagers. It wasn't long ago since I graduated from high school so I understand all the different things they feel. I try to be their friend: act goofy and make jokes just as I would with my friends. But at the same time, tell them to take their headphones out, and put their cell phones away. They listen to me (for a moment) because I say it respectfully. They can see right through you when you're fake and I think the best thing to do is be yourself.
ReplyDelete@ Rebecca
ReplyDeleteI think drawing a line will be something that will challenge you throughout your volunteering process. It's hard to but the more comfortable you get and the more familiar you are with the kids and the whole routine, it'll be easier. Just give it a few more weeks.
My group is composed of both 7th and 8th grader and it's always trouble me when i go to help one group the other group is just sitting there and looking so bored because they can't contribute to the discussion. This week i tried to encourage both groups to participate to whatever question asked. When the question comes from the 8th grade i would simplify it so that even the 7th grader can understand and contribute. And when the problem comes from the 7th grader, i sometime make up a more difficult one with similar to the last and challenge both 7th and 8th graders. I think this approach works pretty well because this week both group was very eager to try to solve the problems. Although i don't know if i can use this technique for every subjects they have, but i think if i can somehow connect the question so that it make sense to both of the group, they both will be able to participate in the discussion.
ReplyDeleteOne new approach that I have started to use is that I have become harder on the kids and not letting them get away with anything. The week before spring break a student I was working with a student that ripped up a worksheet because he didn’t want to do. He didn’t want to do it because one of the other boys didn’t have to do it. He was told to put it away and wouldn’t have to do it at Tree House. After he ripped it up, we tapped it back together and made a photo copy. Every time I am at Tree House I learn more about how tough I have to be on the kids to make sure they get their work done.
ReplyDeleteI know that it is working because even though the kids don’t like that I push them harder to get the work done they know I care. The kids also like to work with me more than they did in the begin. They may just be more comfortable but they also know that they will get the work done when I work with them.
Since I only tutor once a week, I have begun to talk with other volunteers about how the students have been behaving so far throughout the week. The kids go to Tree House four times a week and know what tutors work each day. They try to pick out new tutors to work with on different days so they can be goof off and not start their work right away. By knowing how the kids behavior has been and keeping them focused on work has helped me and them to finish their work and improve on their reading skills.
ReplyDelete@ Linh Nguyen
ReplyDeleteI think it’s awesome that you found a way to get both grades involved in the discussion. Depending on the course material you could probably get a debate going which would have the students challenging themselves as well.
@Chansophea Ten
ReplyDeleteI think it's nice that you can be yourself when you're around the students. I cant act goofy and make jokes just as i would with my friends. Since the students at Bache-Martin are much younger than me, they looked up to me as someone who supposed to know the answer to all of their questions. They respected me and i feel that i just can't be myself and have to act like a adult.
I am trying to word questions faster that will prompt the students to think about a solution to the question on the board. I try to make them general, but effective. It’s difficult to quickly and effectively reword questions when the students don’t understand what I’m asking. They also want me to give them the answers, which I’ve explained I’m not suppose to do. When they are trying to answer a difficult question, I try to encourage them all to participate by having each student try to answer it at the board. What often happens when one student tries a problem at the board, the other students copy what that student is writing instead of figuring it out on their own. By giving them all a chance at the board, I can see what each student knows and how they still need improvement. This strategy seems necessary also because none of the students in my group like to receive help from their peers. I was going to try a reward system where participating students would receive a small candy, but my classroom teacher had the same idea. She gave a chocolate to the best participant in each group at the end of the class.
ReplyDelete@Ellyn
ReplyDeleteIt's awsome that you've found a comfort zone with the kids. You help them finish their work and react calmly but effectivly to obstacles. One of the difficult aspects of AVID is that we tutor a group of kids. All these students are friends and don't really like to recieve help from their peers.
The first time that we worked with a class, I remembered being so surprised at the kids disrespect that I just did not wish to help them anymore. Since then, we have made the rules more distinct and it isn't just a free for all. The new rules really helped to calm down the classes and now the project is more enjoyable for me. It also helps me feel like I can relax and be myself instead of an authoritative figure.
ReplyDelete@Elizabeth Malazita
ReplyDeleteI think it was really smart of you to ask other tutors about the kids. Knowing their ways will really help get everything done since you are kind of like a substitute teacher to them.
@Chansophea
ReplyDeleteI think thats the best way to go about things with teenagers. I think they will continue to listen if you keep that approach. Its also really good that you can talk and joke around with them, they don't get that from their teachers and I'm sure they really like that you are there and act that way with them.
Learned that a lot of the kids do not like math very much, and that is why so many of them are failing math. I decided to incorporate real life experiences and show them how learning math is important to life.
ReplyDeleteI know that my technique is working because that kids are much more excited about learning math then they were at the start.
@Kellian Having a positive attitude is very important when working with kids. If they get the feeling you are not into your job they will use that as a reason to not do their work.
ReplyDeleteAt my placement site, I was having trouble making the kids feel comfortable enough to talk to me. It seemed that when the AVID teacher directed the students to pay attention to me and speak to me, they would, however on their own they did not see me as a helping figure and would first go to the teacher to seek guidance rather than myself.
ReplyDeleteTo improve this situation I have decided to become more personable with the students in the beginning of class and ask how their weeks have been going and/or how their PSSA's went. I think that the first 5 minutes of class before students get organized is a great time to sit and casually talk to students. I feel that when I do that that I am more approachable from their point of view. If the students see that I am interested in them and their lives maybe they will feel more obligated to return the favor or feel like I am a figure in their lives that is their to help rather than just an authority figure.
@ Jamala
ReplyDeleteI agree with you that incorporating real life situations is very helpful with getting the students interested in what they are learning. Last week myself and another tutor did presentations on each of our majors in college and the careers we are aspiring to have. The students became much more interested when we related the information we were giving them to things that they liked. For example - sports, school activities, and music artists that they like.