PRACTICUM REFLECTIONS
Today the Town
Square was reserved which required us to utilize the school library. Due to
the limited space each of the smaller groups paired up and my group paired up
with April Z’s kids. In both groups there was one student who that was not far
along in their story and two who were much more ahead. April and I agreed to
have the two advanced students work with one another, read their stories to one
another and work out the details that they felt were most important. April and
I took that time to work with the two students that were further behind, I
specifically worked with Josh on his story. I brought my laptop with me for a
second time and found by letting Joshua type his story on my laptop he was more
willing to work and was able to put a greater amount of detail into his story.
Adrianna, while working with her partner, managed to polish the details of her
story and over all we had a great work session before Spring Break.
We were unable to visit our students as they are
currently in State Testing.
We were unable to visit our students, again, as are
still in State Testing.
Today was our first day back after Spring Break and
state testing. As I expected, both Adrianna and Joshua were a little hesitant
to get back to work. It wasn’t until I wrote out a schedule, depicting how many
days we had before the final performance. It was quite an eye opener for both
the students and for me and it prodded the students into working on their respective
stories. It was at this point and time that Joshua decided that he no longer
wanted to do his little brother Davery; he wanted to do his mom instead due to
the fact that if his mother saw his performance about Davery it may upset her.
I reminded him of the short span of time we had before May 13th and
then agreed to change his character as long as he was willing to work hard. He
did just that while Adrianna made a few tweaks to hers, preparing for the final
chataqua.
Today I gave both Joshua and Adrianna half of the
class to make their final alterations to their performances. Joshua had much
more ground to cover then Adrianna do to his last minute change from last week.
During the second half of our time together we discussed props. Adrianna talked
about bringing in wood, since that is the primary task she helps her
grandfather with. She also mentioned wearing her father’s boots, jeans and a
t-shirt and a bronco’s baseball cap to fully embody her grandfather. Joshua
talked about borrowing his mother’s scrubs, a mask from work, her cloves and
whatever tools she may use at work. To assist the students I wrote a note for
their parents, asking them to help their child acquire the props they would
need for their character.
In preparation for both the dress rehearsal and the
final performance I had Adrianna and Joshua practice verbally telling their
stories over and over again. Both students practiced their stance, how they’d
enter, what they may or may not do while performing; such as picking up pretend
logs or mimicking their mom while working. It was an extremely productive day.
Today was the dress rehearsal for our final
performance on the thirteenth. The class was splint into two groups and each
student was given the opportunity to perform in front of a small group. Joshua
stumbled through his, unable to remember the details we had been working on for
the past two weeks. His difficulty could stem from when he struggled with his
story but more then likely is a result from changing his character last minute.
Adrianna did a pretty good job; she mixed up a few of the details, but over all
remembered what she wanted to stay. I believe that this dress rehearsal was
beneficial in giving the students a taste of what the 13th will be
like. I believe that with this taste they will practice outside of class and be
ready for next week.
CHAPTER PRESENTATION
Chapter 23: Special
Education and the Linguistically Diverse Student
April and I chose this specific chapter for a variety
reasons; namely because we both have some experience with Special Education.
April’s son is autistic and I have a sister who has Ataxia Telengetasia, a
physical and mental disability. We met a week before our presentation to
carefully plan both our field trip and our presentation. As we walked around
Farmington Special Preschool; the same school that April has worked in and
sends her son to for education; April pointed out various things our class
mates may want to know about and then we talked to several of the teachers,
asking them to talk to our class when everyone was gathered.
After we made arrangements for the class speakers
April and I sat down and discussed how we might present our chapter and decided
that having our classmates practice creating a lesson using the five components
emphasized in the chapter: Build vocabulary, use visuals, implement
cooperative learning and pear tutoring,
use the native language strategically, and adjust language demands. We also
made plans to have our class mates incorporate the four partners of a disabled
student’s curriculum: parents, general education teacher, bilingual teacher and
special education teacher.
We felt that by having our class mates actually
practice the material discussed in our chapter they might get a better feel for
it. We also felt that by having our class listen to the teachers from
Farmington Special Preschool they’d get a better idea of what working with
special education students.
CHAUTAUQUA
Final Chautauqua: Meep Meep
Hi! My name is Meep Meep, a 2008 fire engine red
Toyota Yaris. You might be wondering about the name; it is silly sounding. I
got my name from the same man who found me; some human with a pony tail looking
for car who delicately sips their gas. Apparently I was just what he was
looking for but to my surprise it wasn’t the guy who decided to drive me up and
down
While they were test driving me I heard them comment
on my size, the placement of my dashboard, but most importantly the gas thing.
From what I could over hear-and now CLEARLY understand- this kid was a very
busy college girl and doesn’t really have the money my big guzzling relatives
would require for nutrition.
It was during this drive, and that talk that some
lame brain truck who could bother to look for the little guys like me decided
to swerve into the lane in front of us. The girl pressed hard on my horn and a
ferocious “MEEP MEEP!” belted out. It did the job of warning the truck that I
was there.
It also caused her father to roll around his seat
laughing. Apparently there is something highly amusing by the sound of my roar.
He continued to chuckle even as we made our way back to the dealership. The
next thing I knew I was driving home with this girl, thankfully NOT with the
man, and I became this girl’s trusty steed.
Her father named me. It has something to do with the
way my horn sounds. I still think it’s a ferocious roar-it gets those big guys
who don’t see me out of the way.
I’d really love to chat but the girl needs to get to
work and as a result so do I. As I mentioned, she’s a very busy college student
who works full time at the hospital and goes to college full time as well. I
drive her all over town seven days a week. It’s a busy life, but that’s why she
picked me and my dainty appetite. Bye!
FINAL SUMMARY
Final Reflection:
Educating linguistically diverse students is not only
a class at UNM but it is a vital skill needed for any teacher. The world has
become and incredibly diverse place and any professional, but teachers in
particular, need to know about these different cultures in order to work with
them. The
Through this semester we, as a class, have visiting a
variety of wonderful places that brought a great amount of character to our
learning experience. We as a class were able to see Navajo art, eat both Navajo
and Mexican food, experience the different learning centers located throughout
the Farmington area and so much more. Because of these experiences we were able
to see, touch and taste the diversity if our tiny town.
And it was through these
different places, different experiences that I have learned how to use those
differences in the classroom to enrich the educational process for me, for my
students and most especially for those students who come from an alternate
background.
It has not been an easy road. There have been many
difficulties that have hindered my own learning process; such as
misunderstandings and electronic malfunctions. Despite these hurdles I have
used this class to learn how to work in a classroom; whether it is finding a
variety of ways to teach one math lesson, including art and music in the
classroom or utilizing tools such as the iris modules. I have learned how to
implement these different ideas with students; such as having a class of
kindergartners draw a book or having my Chautauqua student Joshua draw out his
needed list of props. I have learned how to meld the strategies learned in this
class and those I’ve always known to create the best teacher.
Students, people, are like flowers and there is now
flower that is exactly alike. By including the diversity of my future
classroom, rather then excluding it, I will be able to brighten the colors of
my future flowers. I have always known that there was diversity in the world, I
just didn’t know how to best utilize that variety to make a better learning
environment.
This semester has been an experience. I myself may
have learned more book work if we had remained in an established place rather
then traveling all over town each new week; but I am grateful for the
experiences of this semester. Without our travels I may have never visited the
COMMUNITY CONNECTIONS
March 18h, 2010
April 1sth, 2010
E3 Children's Museum: I
have heard of the E3 Children's Museum but, LIKE many of our stops, I have
never been to this place. It was awesome to see all of the different activities
that the Museum offers children, such as reflex timing, a fog machine and the shadow
room. Better yet, E3 offers an abundant amount of books, activities and
supplies for teachers to use in their classrooms. E3 is more then willing to
host students and is even willing to take some activities to a classroom if a teacher
is willing to arrange it. This museum was a very cool stop.
Emerson Gallery and the
Navajo Restaurant: In any culture, any place art is an amazing thing to stop
and look at. Each different artist as their own style, their own flavor, which
makes art that much more interesting. Emerson Gallery on