My Experience, Math, And Literacy Experiences In Elementary School

In addition to tutoring and mentoring the children in the community, Jacelyn also holds the position as Volunteer and Outreach Coordination, requiring her recruit, organize, and oversee student volunteers in the project. In addition, due to financial constraints in her family, Jacelyn also has an off-campus job that requires her to work many late nights and weekends. This ability to manage two jobs, a research assistant position, and consistent participation in community service while maintaining her exceptional GPA at an academically rigorous institution like UCLA demonstrates her admirable character, work ethic, and time management, valuable skills found in few students.

When I was in the eighth grade, I had two very contrasting instructors. One instructor was remarkably entertaining, but the other instructor was truly ordinary and tedious. The teacher who was engaging taught mathematics, and the stale teacher taught me literature. The both of them taught my two favorite subjects at the time; however, as the school year went on, my interest in literature declined and my interest in mathematics rose to a special high. The literature teacher taught like every traditional teacher. This instructor’s class had the same routine everyday. The class consisted of taking turns reading out loud and at the end of class, the teacher would stand by the door and hand out the homework for that night, which was over what we read in class. No one looked forward to going to that particular class because it was the same lifeless routine everyday; however, my mathematic teacher was an unpredictable person. He transformed work problems into little games. His teaching tactic goes as follows: he would spend the first half of our hour long class lecturing, then he spent the last half of class constructing work problems on the board with random, absurd work problems. If you got a question right, he gave you the option of either shooting a ball of notebook paper into a basket or throw to the same ball of paper at a bullseye target that was poorly drawn on the board. The trick was either you can receive a piece of candy

As an artist, I encourage everyone around me to do things uniquely their way. We all bring our own experiences to our perspective of life, and sometimes we forget that. Being aware of others’ lives is important, but understanding others’ views and feelings is more crucial to fostering a supportive community. Therefore I remember to be sensitive to the issues of those around me. Whenever I recognize a need, I address it without hesitation. At school I provided free tutoring at lunch because I saw my peers were having trouble without individual attention. After two years of trying to singlehandedly fill the gap between student knowledge and in-class teaching, I realized it was fruitless, especially in math as the rigor increased. I joined forces with some classmates to establish our school’s chapter with Mu Alpha Theta and peer-to-peer math tutoring. I don’t seek praise or fame in my help of others; knowing that I am contributing to my community is enough for

Aside from volunteering and working with young students in a school setting, I have also worked at the Robinson Center as a teacher’s assistant and a volunteer mentor. I have had the fortune of getting hired three consecutive summers as a TA for the Young Scholars Summer Challenge Program. During one of the summers, I worked closely with the class instructor in helping her

Our tutoring program is a big success as it pairs NHS members with students who are struggling in certain subject areas. As scholarship is another pillar of NHS, our members take their schoolwork very seriously and they are some of the brightest students in their classes. This tutoring program allows them to give back to our Holmdel High School community by imparting some of their knowledge to struggling students. Their service and time does not go unnoticed as they often have to give up their free time during study hall, lunch, or even after school. One of my fondest memories while being a tutor was when I had to help a younger student study for an Algebra test. I was a bit nervous before our session that I wouldn’t be able to help her understand the subject matter, but we went through her review packet question by question and to my relief I was able to explain the material to her with ease and give her advice on how to solve them, as well as testing tips and strategies that she could use. After our session was over I was glad I was able to help her, but really didn’t think anything of it. I had kind of forgot about our tutoring session when two weeks later, the girl I tutored came up to me with a huge smile on her face telling me she got a 100 on her test and told me she couldn’t have done it without

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

While in High School, I was involved in the Peer Tutoring program. Although I had already been involved with the several other programs, I knew from an early age that a Special Education teacher was what I wanted to do. Helping students achieve their goals and help them to succeed in life was my true calling. But the desire to help the most challenged student drove me beyond regular education. The memories of my Peer tutoring experience kept me striving to be a

Being a part of my school’s peer tutoring program has been the most gratifying experience of my high school career. As a student, I can relate to those that struggle in a subject and are unable to connect with the material being taught in class. I have worked with students who have lost confidence in themselves because of the difficulty they were having in school. To be given the opportunity to assist students to reach their academic goals is fulfilling. As a peer tutor, I edit essays, share scholarship searches, assist with homework, and provide studying tips and test taking strategies. I enjoy working with my group to develop habits to be more successful.With each higher grade earned, test anxiety relieved, and confident smile of those that I help, I know that the work I am doing is

I would like to participate in the Immokalee Readers program to help young children reach their highest academic potential. It will help me to develop many college and career readiness skills. Being a tutor will help me to further my communication and collaboration skills; Communicating with the kids will help me to help them to meet their goals in school. The Immokalee Readers program will open up opportunities for me to start focusing on my pathway to success. I will be able to help a child develop basic study habits and homework strategies that he or she can use in higher education. By using a student’s strength to approach a strategy for their difficulties, it will help the student to feel less stressed about the subject. As a tutor I

Math has never been difficult for me. I think math has always been one of my strongest subjects. I think this because when I was younger I spoke Spanish first and then my parents put me in an all English speaking school and the only thing that didn't change for me was math. I never struggled in math through middle school because I always found it easy so my teachers would give me harder work than others. In the past when I struggles on a problem I would get frustrated really easy. I still get frustrated when I can't get something correct because I feel like I just want to give up and not try anymore. I would try to quit but then I remembered that if my parents found out I would get in trouble so I continued to do it. I wouldn't quit on it,

Marissa Speroni is one of my fourth-grade students at Bobby’s Run Elementary School. Marissa is very proficient in writing and comprehension because enjoys reading and writing, she prefers opened ended writing essays and assignments. Her advanced proficiency in language arts lends to her love for reading and writing. Marissa is a visual learner, she enjoys hands-on and visual activities and working independently. Marissa is a very organized student who prioritizes her work and task material well. Her learning is driven by her emotions and leadership skills, her leadership skills often lead to helping others resolve conflicts, understand concepts, and holding conversations. A subject area that Marissa is weak in, is mathematics because she has

Last school year, three of my peers and I decided that our high school needed a peer-tutoring club, so the last few months of my junior year and the first few weeks of my senior year were dedicated to starting this organization. We organized the structure and goals of the club, and presented our ideas to the administrators. Once we got our approval, we immediately began planning lessons. Two days a week we meet with groups of students that come to us for help on improving their ACT scores or general grades. Our service is open to any and every student. We have tutored students in dual-enrollment courses and in standard academic classes.

METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to

As a Paraprofessional there were times when the teacher taught a math lesson that some students had difficulty comprehending the material. When I observed this, I would find alternative ways to solve the problem or explain it in another form. I have shown students that there are problems that can be solved in numerous ways. Problems may possess a pattern, special rules, and formulas that help to preserve memory. I currently work with a student who does not like math. I observed his actions, and noticed instead of attempting to do the math problem at the moment, he would write down the work and wait for the teacher to