I am a few weeks behind on my blog, I apologize! I feel like I have so much to write about, better get started.
First, my practicum experience. Over the past 2 weeks, I have spent roughly 13 hours there getting accustomed to the classroom and the students. I see 5-8 grade students throughout the day. All of them are of Mexican descent, and the teacher is from Spain, but strictly speaks to them in English. They are from all different levels, from students who barely speak any English, to those who are reading Harry Potter novels. (This poses a question -- what happens to those students at the Harry Potter level? Are they removed from ELL rooms?)
They use a program called Read 180. Students are divided into groups based on their proficiency from what I can gather. They work at 3 different stations throughout the class period, which is roughly 90 minutes. They have computer activities, quiet reading time, and group work. It's been a good experience so far. I have been able to help a low student with his work. He is 11 years old and has been here for four years, but was intimidated to ask me my name in fear of asking me incorrectly. He has warmed up to me and even reads outloud. Sometimes I don't know if he understands what he reads, but at least he is working on his annunciation. He is currently reading 2nd grade level books.
The students have to read books and take tests. They get 3 chances to take a test, which are all based on reading comprehension. If you don't understand what you read, you don't pass the test.
I really like the teacher and he gives me some very helpful pointers, I just have a few critques so far. They do the same thing EVERYDAY practically. He tells them when they enter the classroom, "Ok, you guys know what you are supposed to do. Go ahead and get busy." Kinda boring in my opinion. Second, I feel like he needs to be more sensative to their ages. These kids are in middle school, and I know he means it all as a joke, but he teases them a lot. And I mean A LOT. I think he could back off somewhat.
It's so funny because I can tell that the kids are all whispering about this blonde girl standing next to the teacher in the front of the room. They've been watching me very closely, but I think I'm finally starting to bond with the 5th & 6th graders. I think they just needed to know that they could trust me, and that I understood them. I only see the 7th/8th graders for about 90 minutes a week, so I have to work on them a little bit more.
There were a few points in Olsen at the beginning of capter 5 that specifically caught my attention. From what I can gather, Latinos (or any race for the matter) do not like to be identified as 'newcomers' Pg. 109 says, "not to be able to define one's race is not really to exist on the social map of the non-newcomers." That's a pretty powerful statement in itself. It continues to say that newcomers VALUE invisibility because it means that they aren't 'newcomers.' So what defines a newcomer then? Apparently, it's an immigrant. Immigrant is a term that I hear often used in classrooms, but not all of the students are immigrants. Is this sort of generalization assuming that just because they don't speak English very well making them feel like 'newcomers' therefore like outsiders? It would be interesting to ask my kids that.
No comments:
Post a Comment