Date/Time: unknown, viewed online with professor approval
Topic/skill: affixes to improve reading and expand vocabulary
Teacher Presentation: Felicia
Classroom management: helped students understand activity through modeling and abetting student collaboration. Reviewed examples of words with affixes like prepay, undo, etc. from the activity.
Materials: white board and markers, worksheets with new vocabulary words and activities on them.
Student participation: students participated during the small group sessions to explain the topic of the day and complete the accompanying activity. Students also participated in class by working with the teacher to the meaning and types of affixes.
Feedback provided: complimented the student teachers on a lesson well taught during the review of the lesson. Answered questions on difficult or more obtuse words with affixes.
Lessons learned about teaching: repeat, repeat, repeat. Rehearsal is an effective way of driving new information/skills from working memory to long-term memory. Asking questions and asking students to repeat after the teacher is an effective way to do this since things we say to other people are processed twice, once while listening and again while speaking. Complex concepts like context clues should be categorized into smaller units. Such as context clues can be before or after the unknown word and they indicate examples, restatement, or a definition. This kind of presentation while somewhat artificial gives students a schema for understanding which they can flesh out later with more practice.
Saturday, April 30, 2016
Trevin Blount CO 1
Date/Time: unknown, viewed online with professor approval
Topic/Skill: asking questions in English
Teacher presentation: Vicki
Classroom Management: worked with students during activities; engaged with students during homework review; admonished one student to "be nice" over some comment or behavior with another student; monitored the class during group work to clear up confusion and answer vocabulary questions.
Materials: each student had a notebook and something to write with. Other materials included: a whiteboard with markers and worksheets for the activities.
Student Participation: The students participated in class by answering questions and responding to teacher requests such as reading directions aloud. Students also participated in small groups during the activities
Feedback provided: the teacher noted common, systematic errors and addressed them at the end of class. At the beginning of class, the class reviewed the previous homework assignment to ensure comprehension of the material. The teacher also helped the students with the in class activity, explaining vocabulary words such as stripes, polka dots and martini glass.
Lessons learned about teaching: the class was a helpful model of the student-centered approach. The teacher always progressed through the day's material by asking questions instead of her reviewing or lecturing. This included having students read directions aloud, asking the students for all the wh-question words, etc.
Topic/Skill: asking questions in English
Teacher presentation: Vicki
Classroom Management: worked with students during activities; engaged with students during homework review; admonished one student to "be nice" over some comment or behavior with another student; monitored the class during group work to clear up confusion and answer vocabulary questions.
Materials: each student had a notebook and something to write with. Other materials included: a whiteboard with markers and worksheets for the activities.
Student Participation: The students participated in class by answering questions and responding to teacher requests such as reading directions aloud. Students also participated in small groups during the activities
Feedback provided: the teacher noted common, systematic errors and addressed them at the end of class. At the beginning of class, the class reviewed the previous homework assignment to ensure comprehension of the material. The teacher also helped the students with the in class activity, explaining vocabulary words such as stripes, polka dots and martini glass.
Lessons learned about teaching: the class was a helpful model of the student-centered approach. The teacher always progressed through the day's material by asking questions instead of her reviewing or lecturing. This included having students read directions aloud, asking the students for all the wh-question words, etc.
Friday, April 29, 2016
Jessica C. TS #2
<TS Blogs>
Date/Time: 4/28/16 6:30 PM
Location: CIES Room 302
Topic/Skill: 3rd grade reading comprehension- read two passages (about Hurricane Katrina and Helen Keller)
Feedback provided to tutee: Since the book was for 3d grade, P.J. mostly didn't have trouble with the passages. However, at one point he used the incorrect verb tense when answering a question, so we discussed what he should have used. He also learned some new vocab words, such as "Braille" and "perhaps."
Lesson(s) about tutoring and/or the tutee you learned: I learned that it's important to change up the activities with P.J. because he has a lot of energy and sometimes has trouble staying focused! We took stretch breaks, which was very helpful.
Wednesday, April 27, 2016
Jessica C. TS #1
<TS Blogs>
Date/Time: 4/27/16 10:00 AM
Location: Skype- Dojun
Topic/Skill: Introductions/Needs Assessment
Feedback provided to tutee: Since this was the first introductory session, there was no feedback given.
Lesson(s) about tutoring and/or the tutee you learned: I learned that Dojun needs assistance with speaking and listening to English. In the future, I will generate questions to ask him and we will engage in conversation. I will keep a record of some of his sentences and we will discuss some of his common errors at the end of each discussion.
Jessica C. CO #1
<CO Blogs>
Date/Time: 4/24/16 9:00 AM
Topic/Skill: Grammar/ Present Perfect
Teacher Presentation: Ryan Flemming
Classroom Management:Monitored the classroom during discussion and made it very clear that students should respect each other and not talk while others are talking to the whole group.
Materials: Each student had paper and a pen or pencil. He used the whiteboard and a computer.
Student Participation: Students engaged in class and small group discussion.
Feedback Provided:The teacher took notes as the students discussed and provided feedback with common errors at the end of class.
Lesson(s) on teaching you learned: I learned how to be an effective communicator. Mr. Flemming was very well-spoken and pronounced his words very clearly. He also paused after every sentence to give the students time to understand what he said.
David CO#1
27 Apr 2016, 1100
Topic/Skill: Reading comprehension
Teacher Presentation: instructor clearly presented the goals for the day and the instructions for each assignment
Classroom Management:
Materials: textbook and slides
Student Participation: actively engaged students to interact w/ her and each other
Feedback Provided: instructor frequently provided positive feedback, even if student misunderstood question
Lesson(s) on teaching you learned:
The most important lesson I learned in this particular class was the need to encourage students to learn the language within the language itself. The instructor clearly stated that the students should use an English dictionary to look up the words they did not know. She also told the students not to focus on every word, but only those words they didn’t know that impeded their understanding of a sentence. This helped to focus the students on the task and keep the class moving at a reasonable pace.
Tuesday, April 26, 2016
Trevin Blount TS #3
Date and Time: 4/25/16 7-8PM
Location: Leon County Public Library main branch
Topic/ Skill: prosody and vocabulary through Jokes!
Feedback provided to tutee: greater fluency is needed to achieve the precise timing while telling jokes in English, but he generally has good enough flow to tell jokes adequately. He also needs to look up or ask for words instead of translating Cantonese words directly (half-deaf does not exactly mean deaf in one ear as intended).
Lessons about tutoring/tutee learned: with adult students in a one-on-one setting let their passions guide their inquiry, this means the tutor must take a step back and let the tutee take a role in choosing the topics for lessons. This session reinforced the lesson that the meaningful correction of output is the most efficient and durable way of teaching both vocabulary, grammar and the social environment of native English speakers. It also must be frustrating to be so good at being funny in your native language but attempts in your second language fall flat, a significant part of your identity has to feel ripped away.
Location: Leon County Public Library main branch
Topic/ Skill: prosody and vocabulary through Jokes!
Feedback provided to tutee: greater fluency is needed to achieve the precise timing while telling jokes in English, but he generally has good enough flow to tell jokes adequately. He also needs to look up or ask for words instead of translating Cantonese words directly (half-deaf does not exactly mean deaf in one ear as intended).
Lessons about tutoring/tutee learned: with adult students in a one-on-one setting let their passions guide their inquiry, this means the tutor must take a step back and let the tutee take a role in choosing the topics for lessons. This session reinforced the lesson that the meaningful correction of output is the most efficient and durable way of teaching both vocabulary, grammar and the social environment of native English speakers. It also must be frustrating to be so good at being funny in your native language but attempts in your second language fall flat, a significant part of your identity has to feel ripped away.
Trevin Blount TS #2
Date and Time: 4/25/16 7:30-8:30 PM
Location: Professor Kim's house
Topic/Skill: Mathematics-word problems
Feedback provided to student: the tutee did well remembering conversions for imperial units for volume, length, and weight. He needs to remember with word problems that while there are words they mean numbers, and all the numbers he needs are given to him but in a different way.
Lessons about tutoring/tutee learned: at least for this student, drawing diagrams is a very effective tool for comprehending the main question and starting to think about how to put the numbers in a way to solve them. I learned that the main material for students of this age is teaching academic skills like reading and how to solve problems, as opposed to adult learners whom already possess refined academic experience. As such, patience is paramount while working with children and it is important to teach how to break down problems and analyze the components in a meaningful way. The first step should be to figure out what is the question asking? then what do we know? and then how do we translate what we know in a new format to solve the equation.
Location: Professor Kim's house
Topic/Skill: Mathematics-word problems
Feedback provided to student: the tutee did well remembering conversions for imperial units for volume, length, and weight. He needs to remember with word problems that while there are words they mean numbers, and all the numbers he needs are given to him but in a different way.
Lessons about tutoring/tutee learned: at least for this student, drawing diagrams is a very effective tool for comprehending the main question and starting to think about how to put the numbers in a way to solve them. I learned that the main material for students of this age is teaching academic skills like reading and how to solve problems, as opposed to adult learners whom already possess refined academic experience. As such, patience is paramount while working with children and it is important to teach how to break down problems and analyze the components in a meaningful way. The first step should be to figure out what is the question asking? then what do we know? and then how do we translate what we know in a new format to solve the equation.
Monday, April 25, 2016
Trevin Blount TS #1
Date and Time: 4/24/16 12-1PM
Location: CIES bldg/ Hecht House
Topic/skill: reading comprehension and vocabulary
Feedback provided to tutee: after each part of the lesson the work for that section was reviewed. For example, after the tutee completed a writing exercise the tutor and tutee would proofread the sentences to look for punctuation errors, spelling mistakes, etc. Of course the tutor would praise for correct answers too. Most importantly if the tutee answers a question incorrectly, the tutor did not give him the answer, she showed the student how they could find out the answer themselves creating a much more rich educational experience.
Lessons about tutoring/tutee learned: teach how to figure out the correct answer. Studying is a process and relies on method, the object of teaching is to absorb the method. Using visual aids and connecting words with familiar concepts makes them more memorable than brute memorization (based on structure of neural pathways?). Move at a consistent pace, if the student stumbles on an unfamiliar vocabulary word for example, move on and come back to prevent frustration and discouragement. Praise good aspects of work first, and frame critiques as refining skills rather than you got it wrong. Keep optimal performance hypothesis in mind, best performances happen at medium arousal than high (frustration on not solving questions) or low arousal (mastered material).
Location: CIES bldg/ Hecht House
Topic/skill: reading comprehension and vocabulary
Feedback provided to tutee: after each part of the lesson the work for that section was reviewed. For example, after the tutee completed a writing exercise the tutor and tutee would proofread the sentences to look for punctuation errors, spelling mistakes, etc. Of course the tutor would praise for correct answers too. Most importantly if the tutee answers a question incorrectly, the tutor did not give him the answer, she showed the student how they could find out the answer themselves creating a much more rich educational experience.
Lessons about tutoring/tutee learned: teach how to figure out the correct answer. Studying is a process and relies on method, the object of teaching is to absorb the method. Using visual aids and connecting words with familiar concepts makes them more memorable than brute memorization (based on structure of neural pathways?). Move at a consistent pace, if the student stumbles on an unfamiliar vocabulary word for example, move on and come back to prevent frustration and discouragement. Praise good aspects of work first, and frame critiques as refining skills rather than you got it wrong. Keep optimal performance hypothesis in mind, best performances happen at medium arousal than high (frustration on not solving questions) or low arousal (mastered material).
Jessica C. TS #1
Date/Time: 4/24/16
Location: CIES Building
Topic/Skill: English Grammar
Feedback provided to tutee: The instructor had P.J. work through a story in a grammar book. She had him read the directions out loud to each question and gave him time to write sentences. She then circled mistakes that he made and asked him to determine what was incorrect in each instance.
Lesson(s) about tutoring and/or the tutee you learned: I thought it was extremely beneficial that she had P.J. determine his own mistakes with guidance! I tend to tell my students exactly the mistake they are making instead of letting them figure it out for themselves, which I think is more beneficial! I learned a lot from this session.
David TS#1
24 April 2016
Location: CIES
Topic/Skill:Reading/writing
Feedback provided to tutee: After every exercise, the tutor provided feedback by commenting on what the tutee did well. On written assignments, she would compliment him, but also underline the things that were grammatically incorrect (verb choice, spelling error, etc.) and have him discover where the mistake was and how to fix it. At the end of the lesson, she asked him how he felt about the tutoring session, then told him that he had done really good work.
Lesson(s) about tutoring and/or the tutee you learned: The tutor did a wonderful job of keeping the tutee focused and on task. She also utilized Google image search to find pictures and help him conceptualize new words and terms. She also would have the tutee read the instructions for each exercise, then she would repeat the instructions to ensure he understood. When he came across a new word, she would ask him whether it was a person, place or thing in order to help him narrow down what the object might be based on his existing lexicon. Overall, it was a very good experience, one that will help me when I tutor a child in the future.
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