Kourtney has concerns about struggling student

        One day during my observations, my cooperating teacher gave me a student to work with one-to-one.     We were working on reducing fractions to simplest form because she did very poorly on her homework and quizzes. It was apparent that she did not know her multiplication facts, even the easy ones like 2s and 3s and 5s. That was clearly hindering her ability to find common factors. As we worked on it more, I realized she did not know what an even number was. It was as if she never even heard the term. I was astonished. How could a third grader not be able to identify what an even number was? It took her a few times working solely with even numbers to realize that no matter what the number was, if it ended in an even number, it could be reduced by 2. We had to go over this concept again and again. Finally,  after about half an hour,  she started to understand the concept of an even number. I could not figure out if this is a child that has just quietly slipped through the cracks or if she needs some sort of extra help. It took her a very long time to understand a fairly simple concept, and something that she should have learned in first grade.

 

        What are your opinions about this? Have you worked individually with students that really seem to be struggling? What are your suggestions? What would you say to your cooperating teacher?

Diana and ESL Concern

As I am completing my observation hours, I feel that I must share with you an issue that has gained my attention and, at the same time, has produced much concern on my part.    The issue to which I am referring is the way in which teachers in my school treat Spanish speaking students.   There appears to be a difference in the way that Spanish speaking and non-Spanish speaking students are perceived by the teachers within this building.   In my classroom in particular there are  about eight Spanish speaking students, yet only five of those students are classified as ESL students. When it comes to the ESL students, I believe that they are being treated differently than are the other students within the class.    By that I mean it is as if the teachers who come into the classroom do not expect these students to learn the basic educational skills that they need at their grade level.  My question is this:    How does a teacher whose students are struggling to learn English help those students to succeed in every subject? Although the cooperating teacher speaks to them in English, and works one-on-one with them, the ESL teacher is constantly reminding her of the fact that she needs to speak to these students in Spanish. These students are considered to be "slower" than the other students and in one way or another, it would appear, less is expected of them.  Do you think that it is fair to expect less from a second grade ESL student than you expect from a general education second grade student?    Should we expect less from ESL students in general?    What standard should we set for these students?    Are dual expectations fair?   Why or why not?    

Meghan asks if it is our job to teach empathy

Teaching Students Empathy

Where I am observing, teachers have commented on the lack of empathy in some of their students.  One particular fourth grade teacher struggles greatly with the students in her class.   They are, apparently, being very mean to one another.  This teacher even commented on the fact that for three months, students in her class laughed whenever a student who has speech delays spoke. I believe that this is too long of a time period for such issues to have continued.   The situation had become so bad that the guidance counselor had  to create an activity for the entire grade with the hope that they would develop some empathy for others.    She assigned students certain colors and groups. This taught students the feeling of what it feels like to leave out a classmate.

 In the fourth grade class in which I am observing, however,  the students have been wonderful. They are very kind, and I know that they had some idea of what to expect with my situation, before I even came.  Their teacher had in the past been a special education teacher. That way, students wouldn’t feel scared and they are always welcome to ask questions. I think that perhaps the other classes are struggling because,  this concept is not being taught in their homes.

Is it important for us to teach empathy in our classes?     Why?    How much of this do you feel is the  teacher’s role?  How much of it is a parent’s role at home?   What are some strategies you would use to incorporate the concept of empathy into your classroom?

 

Do personality conflicts exist within a school building?

I have been observing an elementary music teacher who seems to have a bit of an ego. His strong personality mostly surfaces when interacting with other teachers, with the exception of his principal. When he is teaching, however, he is a completely different person. He is funny, and so in tune with what his kids need to learn.  My respect level remains so high due to the fact that he is awesome when he is with his students.

 

I bring this up because, I believe,  there will be many times that we come face to face with a colleague with whom we may have a personality conflict. Teaching requires us to work in an environment with many different people and many different personality-types.  Yet, we are all expected to “pull together” and “work pleasantly together” for the sake of our students.     

My question is this:

 What do we do, as teachers, when we come face to face with someone who has different views, and opinions, than we do?   How do we work with that person on a daily basis? My personal approach has been to remain passive due to my limited time and my limited role in this school.   But what would I do  if this were the job that I went to every day?     

 

Kourtney is concerned about student comprehension

This semester I am observing in a third grade class and, as with most every school, once a week these students prepare for the NJASK.  Many times they do readings and those readings are followed by questions that refer to the story, essay, narrative or poem that they have just read.   These booklets are collected and usually the teacher gives them to me to grade. I have noticed that many students are careless in their work.    They do not read directions.    They often just completely miss the point of the excerpt they have just read.  They do not seem to be able to answer the comprehension questions correctly, especially went they are asked to respond to open-ended questions. I never see the teacher give reading instruction in any of the areas in which the students seriously need help. The comprehension problem continues to exist.  

 Do you have any ideas of ways I could kindly suggest something about this problem to the teacher? Should I share with her what I observe about the work that I am correcting?   What are your thoughts about this problem?   Is it that students cannot understand what they are reading?   Do any of you see the students in your classes exhibiting the same comprehension problem?    Thanks!

 

 

Marina questions the idea of too much material and too little time

I'm observing in a kindergarten class this semester. The children are only in school with the teacher for a half day. As I am observing I am noticing that the teacher doesn't have enough time to cover all of the curriculum subject areas and lessons that she is expected to cover.   I assume that the problem is that this happens to be a half day kindergarten and that there is just not enough time.   It makes me think about how I, if I were ever a half-day kindergarten teacher, would be able to get in all of the content that is required over the course of the kindergarten year.  Do you believe that kindergarten should be only half day or can you think of reasons why these children should go to school for a full day?   This half day schedule and the pressure the teacher is under to cover all of the material on the kindergarten level really makes one wonder what type of curriculum we should have for these students?     Are we expecting the teacher to cover too much material?  Or should the state of New Jersey just mandate that all kindergartens need to be all-day kindergartens?  How would you go about teaching under these circumstances?  Are there any suggestions you have as to how to incorporate those other subjects into this daily routine?    

Jacquel and yet another struggling student

I am tutoring a second grader who is struggling with much of her school work.   Since she was in kindergarten, two years ago,  she has been tutored both before and after school.  This tutoring does not seem to be helping her to “get a handle” on the work that she is being given in class. Her first grade teachers observed that she was having difficulty and approached the parents with the suggestion the she be tested in order to determine the problem and receive recommendations for assistance that would address her specific needs. The parents refused to have her tested and said they will continue with the tutoring until the end of 1^st grade.  At the end of the year the teachers suggested that she repeat 1st grade, but the parents fought this suggestion and this child was promoted to the 2nd grade. I am now her tutor and I see that she is struggling.  I believe that she needs specific special needs help which means that she would have to be classified.   I have spoken to her teacher as well as her principal and the school superintendent.   They all agree with me that this child should be tested, but each of these professionals has warned me that the parents are against taking that course of action. I try to do my best as I help her every day.   I use many different teaching strategies for each subject. Her teacher knows this child’s situation and tries to work with her as much as possible, however the regular classroom teacher is now on maternity leave and there is substitute teacher in the room.    The substitute teacher does not know this child’s needs as well as the original teacher.  The child, of course, does not have an IEP and thus she continues to struggle academically.    .

 How can I help this student?  Without being tested she has no IEP.   How will the new teacher know how to help her and address her specific needs? What would you do in this situation?