March 7, 2013

This post isn't about teaching ESOL in the elementary setting, but about my part-time tutoring job at the community college. Tutoring algebra walk-ins is my forte, but lately I have been scheduled to tutor biology students by appointment as soon as I arrive. Here's the rub: I'm no expert or even a science major. How can I prevent what happened last Thursday, where a type-A student came in with the assumption that I would know more than I do, without the benefit of any context from her class coursework or notes, just her abstruse pharmacological text? I guess I shouldn't panic and I should maintain a humble attitude. In addition to the Internet resources (my fear was that she would be turned off by my typing straight into the search engine, which is something she could do herself), I could introduce her to more basic biology texts from our cabinet.

Reflecting on how I crumbled in the face of her expectations to be given lucid explanations straight from the horse's mouth, regardless of a student's ability level, they must learn to ask the questions and begin to do the work themselves. In other words, teach them to fish (as opposed to just giving them the fish)....

My regret last week was that I ended up describing what she should do...we wasted time when we could have been using resources together, armed with guiding questions facilitated by me, if she didn't seem to know where to begin. Be a professional learning facilitator--this is where training should kick in :)

February 27, 2013

At School B, they have clearly been ramping up for the MSAs. Not only was there a pep rally complete with an MSA song, but coming in to the lobby, there has been a dry-erase board counting down the days (since Day 19?). There definitely is a festive spirit in the air, a second Christmas?

February 26, 2013

My RTT mentor is encouraging me to stretch a bit...not a bad idea since I need to dust off the ELMO projector since the conclusion of month-long WIDA testing. Three things to consider: audio files, exploring DVD resources (not assuming they are all outdated), and trying previewed segments of video.

March 4, 2013

Reflections on Friday's lesson, before meeting with mentor:

Focus unclear regarding "ball games": is it just about types of games, because I forgot to reference important properties of balls, i.e. round, rolls.

Model probably would be improved with a text-dependent question following the use of the word web. I need to show a clear purpose.

February 25, 2013

I met with my two 5th graders today at School A. I'm trying to encourage them to set personal learning goals. It's obvious that one has spelling needs related to his transfer of Spanish sounds to written English (he excels at reading comprehension, but why is his spelling so atrocious?), and the other student (Urdu language background) would benefit from expanding on the details in his writing thru revision.

March 1, 2013

It was hard to drag myself in today, especially considering my coughing jags and my last-minute dental appointment. What brought me in? Bus duty...and my assistance plan to do a videotaped lesson.

Alas, the lesson was truncated from 25 minutes to less than 20 due to an MSA drop everything and dance type of pro rally. All I could do was feebly wave my exit tickets in the air, in the direction of the flipcam that my intention was to guide my students toward that assessment. Reflections on Monday when meeting mentor.

March 2-3, 2013

The MSAs begin on Monday. Students in grades 3-5 will be busy testing. I received email updates from my principal and vice-principal at School A that I will be relieved of proctoring and accommodations duties in order to continue instruction with grades K-2.