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Blog Entry 007: April 3, 2017

This post is more than a week overdue and I apologize for that. I’ve been preoccupied with Holy Week activities, so I wasn’t able to attend to any other matters. Anyway, I’ll recall the essential things about last last weeks session in this blog entry.

There were only a few students who were able to go to school for our remedial program. Since it’s their summer break, they aren’t required to go to school anymore. I’m happy some of them still went although it isn’t mandatory for them to do so.

Since there weren’t that many students, each student got at least two tutors. I would say that it’s a better set-up since there’s two tutors to pacify the student and the session was more efficient, with the two working together.

Unfortunately, my student wasn’t around again and I’m having a difficult time with remembering the name of the student I was teaching for this session, but I remember that I worked with Shay at the time.

I really should’ve written this last week because I’ve already forgotten what happened during the session. This serves as a lesson for me to write our blog reflections as soon as possible rather than procrastinating till’ the last minute.

 

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Blog Entry 006: March 27, 2017

Unfortunately, I wasn’t able to meet with my tutee, Don Miguel, this session. Summer break has already started for them, so it’s not a mandatory thing to go to school anymore. There were still some students who were practicing for their graduation at the gym and a few who still came for our teaching session.

So, I paired up with Thea to teach her students, Johnrick and Mike. During the session, I observed that Mike was generally quiet while Johnrick was a bit playful. They were able to perform well in the activities, though there were times when they weren’t focused on the task at hand.

They were able to follow the plot of the stories and answer the guide questions after. They correctly spelled the words in the tachistoscope and matched it with the corresponding picture. They also enjoyed playing the memory game (which is also the matching game). There were times when they didn’t follow the instructions and flip the other cards to find the match of the one they’re holding, but I guess that’s only normal. We tried correcting them, but they were having fun with the game, so we let it be.

We took a break from studying after we finished one of the two lesson plans we had for that day to make paper airplanes and let it  glide around the place. It was a fun experience, since I didn’t know how to make one before. Although I wasn’t able to make a proper one that day either, I made one and it flew anyway.

I didn’t have that much trouble getting their attention, since they seemed interested enough with the tasks, except when they really wanted to make paper airplanes. We were inside a big classroom with chairs and walls, so it was easier to make do with the teaching materials. For example, we were able to tape a manila paper on the wall. Written there with sentences with blanks. The words that would fill the blanks were taped on the wall, as well. So, they would take the taped words and tape it in its proper place in the manila paper.

We gave them pencils with a small note that invited them to go to the next session, even if their classes have already ended. Hopefully, they would still attend, along with the other students.

 

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Blog Entry 005: March 20, 2017

We weren’t able to conduct a one-on-one session today because the students were dismissed earlier to make way for a meeting among the teachers and faculty members. So instead, we continued the focus group discussion we had before proceeding to San Vicente Elementary School.

Basically, we were grouped according to the sections of our tutees, in my case, Hosea. Then, we were tasked to assign a facilitator and to record our discussion, so that it could be sent to our professors. Recording and sending it would allow the professors to watch it and to help us with what we struggle with.

So in the discussion, we answered the questions that are usually guide questions for writing a blog entry each week. More or less, our answers were common and we were able to share experiences and possible solutions for the challenges that we face.

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Blog Entry 004: March 13, 2017

Last week’s session was a bit more challenging than the previous sessions because there was a shortage of teachers, so rather than having a one-on-one session with Don, we had a three-on-one session with his two other classmates, Chrisdale and Aidan. Sure it was very challenging to get them to cooperate with our activities for the day, but it was also more fun because there wasn’t a dull moment in the session. It was either they were very noisy and playful while performing the activities or they were running around and chasing each other.

It was quite hard to get them to focus their attention to the activities I had prepared, but we did end up accomplishing all the tasks for that session. They didn’t need much guidance with telling the story, Nang Sumakit Ang Ngipin ni Mando, because they got the necessary observations from the pictures were about to use their inferences in story-telling. Though they were very rowdy in identifying and differentiating the things that start with the letters “Aa” and “Mm”, they did the task very well with little correction needed. And for the second story, apparently, they had encountered a similar story before, so reading it to them and putting an emphasis to the words with the letter “Mm”. wasn’t that hard.

By the time we reached the tachistoscope activity, they were too rowdy to properly cooperate with the activity. I had a difficult time trying to pacify them. I noticed that they spelled some of the words incorrectly by misplacing the letters and they ended up spelling them reversely. For example, when I asked them to spell “MAMA”, the word they formed with the tachistoscope was “AMAM”. So then, I corrected them. Hopefully, they were able to listen to my correction even though they were already too distracted with playing with each other and the tachistoscope.

I had to ask the help of another teacher for the last activity, the memory game, because I was already having too much trouble getting their attention. They also started running around again, so I had to chase them down. Fortunately, my co-teacher was already done with her students and was willing to help out. She made the activity a sort of game where the students have to race each other into finishing the word corresponding to the given picture first.

I’ve observed that they had already understood the “Mm” and “Aa” lessons very well, but need a bit of help with spelling out words. Since they were able to perform the activities with an above satisfactory rating, I’m considering whether or not I should ask for some advanced lessons to give to them.

Hopefully, next meeting would still be as lively as this one, but also less rowdy. It is still a challenge for me to get and to maintain their attention to the lesson, but I’ve been progressing as the weeks go by, so I just need to try harder and harder.

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Blog Entry 002: February 20,2017

Last week’s session was a bit more challenging than the one two weeks before. While performing the task, my student was clearly bored and his mind was elsewhere. He did accomplish the tasks I asked him to do, but I needed to call his attention several times in the middle of tasks. I don’t think he found the tasks particularly interesting, but he wasn’t that hard to deal with either. As usual, he was nice enough to me as his teacher. I observed that he was best friends with a fellow student named Denver. When we were done with the tasks, he seemed like he wanted to play, like the other students are teachers were playing, but when I asked him which group we should join, he didn’t really feel like joining others. When he and Denver got together again, they started playing and running around with only the both of them.

He listened relatively to the story I told him and was able to recognize the things that started with the letter “Mm” Sound. He was able to draw his favorite foods and determine whether or not they started with the letter “Mm” sound. I had to guide him with the wordless story-telling because he was having trouble constructing the story. He was able to follow my lead and we finished the story with him recognizing whether the character had a happy or sad emotion.

He didn’t seem that we was interested in learning more of the lesson that the task taught him. He was cooperative enough, but not to the extent that I’d think he’s enthusiastic about what he’s learning. He did what he had to do and that’s that. He didn’t show initiative in literacy learning at all which is something we need to work on.

He misspelled a few words, such as spaghetti, and since we didn’t have much time during that session, I plan to note the words he misspelled, write it all down, teach it to him, and let him keep the handout. Other than that and his passivity to learn new things about literacy, he performed rather well.

As I said, my biggest challenge in teaching literacy is keeping his attention on the task and making him more excited about the lessons, to the point where he would want to learn more than the required lessons. Sadly, at the time, I didn’t know what to do in such situation, but he might be more excited if I could integrate games into the task, at the very least, so he wouldn’t get bored.

I haven’t noticed any change in my student’s learning nor have I noticed any change in my teaching yet, but last week’s session was only our third one-on-one session and we’re still progressing. I look forward to more teaching sessions to come to develop his literacy skills, him as a student and a person, and me as a teacher and “ate”.