Watching this videos made realize that the future of children is nowhere near important to the government. I completely disagree with the standardize test of New York City and country wise. The last video made me even more worried about my future, my daughters future and my career. I wonder, why if that "6 week program" works, then why are we here trying to get the best grades in this class? I wonder if anybody but me will recognize my struggle and take it into consideration? What's happening to EDUCATION?!
When I was in middle school, every class was important! Not just English and math. Everything matter, and maybe that's the reason why I'm thinking this way. When I was in High School everything mattered as well. We as students had regents to worry about. Majority of my friends did not graduate with me, not because "they weren't smart enough" but because they were pressured to pass this tests!
While listening to this videos in classroom, I started researching about Teachers in NYC. Living in this state it's a luxury I should say. Rent, rent is like an eye off my face, how can I afford a living? My job right now is good, I can manage to go to school which is my biggest concern. But I don't want to waste my time in a bank, which was nothing to with what my heart desires. On the other hand, I don't want to become a teacher and be criticized, and leveled, if my class has low rates. Or if the school itself has low rates. I wonder, is this what my future is really going to look like? If so, I think I need to start working on a plan B.
Paraprofessional Salary
Friday, April 25, 2014
Friday, April 11, 2014
Tutoring!
Tutoring for the first time was interesting, exciting, and intimidating. My fear as I entered the classroom was to be paired up with some who depended on me for a good grade.
The student I helped amazed me because his writing in my opinion was actually good, yet he lacked on knowledge about the topic. I think as New Yorkers, we can all relate to the changes in many communities. I was looking forward to an argumentative paper but I came across basic opinions from a writer. I think the topic of Gentrification is very interesting and maybe I was expecting for someone else to agree with me.
The student I worked with is originally from Wyoming he had no connection to Gentrification which made me think twice about what way to guide him. He knew the meaning of gentrification and had really good ideas and examples but I noticed that those attributes didn't really support the thesis. My advice to him was to find resources in the topic and elaborate on them. I encouraged him to think of the people that live in neighborhoods for decades, and generations and think of the possible aspects that they have about gentrification.
Overall I liked the feeling the tutoring session brought to me. I enjoyed helping someone improve their writing. I also enjoyed allowing that person to look at a situation from a different perspective. I think the topic was very interesting and I can honestly say I gave my most honest opinion, but I also limited what I gave the student as a reference. I was scared that my opinions might interfere with his beliefs and so I rely on what I had learn from the book Tutoring Writing, What Tutoring Writing Isn't. I think for a first timer I will give myself props!
I worked on time management and I focused on the HOV's. In addition to that, I praised the student for doing such a good job and I advised him to find some reliable data. I think he's in the right path for a good grade.
The student I helped amazed me because his writing in my opinion was actually good, yet he lacked on knowledge about the topic. I think as New Yorkers, we can all relate to the changes in many communities. I was looking forward to an argumentative paper but I came across basic opinions from a writer. I think the topic of Gentrification is very interesting and maybe I was expecting for someone else to agree with me.
The student I worked with is originally from Wyoming he had no connection to Gentrification which made me think twice about what way to guide him. He knew the meaning of gentrification and had really good ideas and examples but I noticed that those attributes didn't really support the thesis. My advice to him was to find resources in the topic and elaborate on them. I encouraged him to think of the people that live in neighborhoods for decades, and generations and think of the possible aspects that they have about gentrification.
Overall I liked the feeling the tutoring session brought to me. I enjoyed helping someone improve their writing. I also enjoyed allowing that person to look at a situation from a different perspective. I think the topic was very interesting and I can honestly say I gave my most honest opinion, but I also limited what I gave the student as a reference. I was scared that my opinions might interfere with his beliefs and so I rely on what I had learn from the book Tutoring Writing, What Tutoring Writing Isn't. I think for a first timer I will give myself props!
I worked on time management and I focused on the HOV's. In addition to that, I praised the student for doing such a good job and I advised him to find some reliable data. I think he's in the right path for a good grade.
Friday, April 4, 2014
Master in The Field
This week I observed a master in the field. The tutor for this week was extremely helpful to student in my opinion. She started off by reading over the students first draft and stopping to ask questions. I noticed the tutor made a personal connection to the student because she knew the assignment and she knew the student was in the right track. The only thing getting in the way was the language in which the student would think that something sounds proper because she thought it would be "okay" to translate from Spanish to English. The tutor took full control of the situation and shifted away from paper for about 5 minutes to explain to the student that verbs in both languages don't work the same way.
Once they got back to the paper the tutor asked for the student to provide her with the reading and with her second draft. The tutor read over it, and asked the student to explain to her why she was using the examples that she thought would be more relevant in the paper. The student explained her beliefs and the tutored praised her for having good understanding of the paper. They went over the second draft and made changes to the thesis which also allowed them to come up with a more understanding conclusion. She also explained to the student that every time she writes she should have an "imaginary audience", this would create a task in which that audience to needs to have an idea of what the passage was about without having to read it.
The tutor advised the student to come back for another sessions, with the same paper so they can work a little bit more on her verbs and adjective. She also took some time to explain the story from her point of view and to create connections to the writing.
What I found most interesting of this session was the way the tutor went above and beyond my expectations. She spoke in both languages, English and Spanish, to create a much more comforting atmosphere for the student. She helped the student create new ideas, as well as she embraced the ideas the student already had. She made a personal connection with the student by relating to her struggle with English, and the connections she made to it in her native language (Spanish). Another thing that I learned while observing this session, was the way the tutor set a timer for herself and on the last five minutes she went over the things she thought would help the student the most.
Once they got back to the paper the tutor asked for the student to provide her with the reading and with her second draft. The tutor read over it, and asked the student to explain to her why she was using the examples that she thought would be more relevant in the paper. The student explained her beliefs and the tutored praised her for having good understanding of the paper. They went over the second draft and made changes to the thesis which also allowed them to come up with a more understanding conclusion. She also explained to the student that every time she writes she should have an "imaginary audience", this would create a task in which that audience to needs to have an idea of what the passage was about without having to read it.
The tutor advised the student to come back for another sessions, with the same paper so they can work a little bit more on her verbs and adjective. She also took some time to explain the story from her point of view and to create connections to the writing.
What I found most interesting of this session was the way the tutor went above and beyond my expectations. She spoke in both languages, English and Spanish, to create a much more comforting atmosphere for the student. She helped the student create new ideas, as well as she embraced the ideas the student already had. She made a personal connection with the student by relating to her struggle with English, and the connections she made to it in her native language (Spanish). Another thing that I learned while observing this session, was the way the tutor set a timer for herself and on the last five minutes she went over the things she thought would help the student the most.
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