I met Gloria when I went to my assigned classroom observation - 9 Period of Native American connections. She is a breeder of 13 years, seventh with brown hair and brown eyes. She is Native American. She is left-handed. She has a sister (16 years). She is not very big, but it shows the first signs of puberty. I noticed that her eye shadow from time to time the light (like white or pale pink) and lip gloss with
When I asked, "Gloria" to a few introductory question, Idiscovers that her favorite subject is math, his favorite color is red and his favorite music is rap. "Gloria" is not involved in clubs and do not really watch TV.
When I asked, "Gloria" for their class schedule, did not have a copy of it, but could tell me what you need and education. He began his day with the Pro-Time (relationship with other people). Then in the second period and reading. Third period is mathematics, the fourth period of the connections of Native Americans,and then goes to lunch in the fifth hour. After lunch, Language Arts is the sixth period, seventh period science, keyboard for the eighth period, Native American Connections - the ninth and tenth study conducted exclusively for the period of social studies.
Tuesday, March 22, 2005 I was "Gloria" all day. When I found out that I had to follow a breeder of 13 years, his seventh in school all day, I was nervous. I was worried that they would feel self-consciousand embarrassed that I was there, but this was not the case.
1. Third - PRO-day: "Gloria" was shown at 8:40 of the clock for the class that began at 8:45 clock. Her hair was wet, a nice training suit black and white Nike sneakers. She went quietly to his locker, and on his notebook and went to class. He began participating in a silent conversation with other classmates to the class. Some girls were talking about gymnastics - "Glory" just listen. "Gloria" was a piece of fruitStickers to deliver the girl to see what they wanted to wear. "Gloria" has been selected a sticker that looked like a grape and put it on his left cheek.
Class began with the Pledge of Allegiance and announcements. The teacher then read the history / social studies quiz. "Gloria" never raised his hand.
PRO-free time was a period in which some children a sort of basketball game played with drums and the others were talking about. "Gloria" sata conversation with four girls, who discussed the hair. The girls decided it would be fun to "change the name." Gloria has now decided to "Cody" (a boy student name) to go.
2. Third - Reading: Students were placed in a worksheet. "Gloria" sat in silence, took a pen to circle the answers. worksheet "Gloria" completed fairly quickly and sat down again and looked at his book cover and pencil bit closer. Then students were instructed to work with an exchangeClose properly. "Gloria" felt very good, while in class. One child said he had an Oscar Mayer Bologna song in his head. The teacher said, "Do not start singing, or we will." After the worksheets have been examined, and were silent, the transition to a period, sustained reading, the students began singing the song. The teacher used this as an opportunity for some easy-going transition of humor. She started singing songs for a longyoung children as The Wiggles, Barney, etc. enjoyed "Gloria."
"Gloria" has brought a book to read called "Swallowing Stones" by Joyce McDonald. In the first eight minutes of the period of silent reading, "Gloria" was distracted by reading (for reference) 7 times and only once turned the corner. Then he put a bookmark in his book, but I have a Teen People magazine the next. He has seen only three times from their reading of this time (last time - looking at the clock).After 20 minutes of reading this magazine, with two minutes before the end of the class have never read any, and "Gloria" has used the time to stretch and entertain.
3. Third - Math: The class began with a quick quiz. Then, one was on overload, which turned out the class schedule:
objectives, content O - students learn the characteristics of different forms
or language goals - students take notes on the form
O Warm-up - Quiz
assigning homework or - Try right
or materialsNeeded - Notebook, pencil
"Gloria", the quiz, then took their assignment notebook. After everyone had finished their tests, the students negotiated their quiz with a neighbor. "Gloria" all five questions, but I corrected. The class was reminded that the worksheets are due at the end of the quarter (two days).
Then the class was given a lesson on polygons. "Gloria" was attentive and took notes. It seems the concepts quickly, then stops to respect - zoningout. "Gloria" never raised his hand, but when asked by the teachers, they tend to know the answer. He went on to note then stare into space. "Gloria" has two pages of notes.
After class, students were instructed to focus on their flip charts with a neighbor, also in two more days of work. While working with his neighbor on their flip charts, "Gloria", explains some of the other students seemed to have questions on the worksheet. He seemed verycomfortably and safely with the material.
Why is the class took two minutes after he first tried to calm her come to the end of the class, did you stay two minutes after the bell. Although "Gloria" sat in silence all the time, I was surprised that they are not upset that he was getting into trouble because of the other students.
4. Period - Native American Connections: The class began with a test - the student must have a penciland paper. At first, "Gloria" only got a pencil (not paying attention was full). It 'been a man of Native Americans from middle-class multi-cultural port (as does every Tuesday). The teacher said that new students are not required to take the test, and "Gloria", he joked: "I'm new!" The teacher laughed and "Glory" card out and ready for testing, which had 20 questions for the '/ Lakota Sioux language, history and culture. Some of the questions wereLakota vocabulary, such as directions, and said a word or phrase and ask what it means. "Gloria" seemed bored by much of this. The last question test of the teachers was: "Who is a better teacher, your regular teacher, or I - - - think carefully, is a right answer." The class is like this joke, and when he crossed the answers to the test, many of them told him the answer the last question it was him or the holder of the course, and why.He got insulted or proud to be correct.
The teacher taught the students the words / message / "Melody", the "Sun Dance. He explained a bit 'in the ceremony and said that he first participated in Sun Dance, which is one of the most sacred ceremonies of the Lakota. As they went about this, "Gloria" was with his head on his desk and shouted: "I do not like that [sing song]." She sat there and smiled most of the time, and notSing.
At the end of class, the teacher said the class would be learning and the moccasin game next week, with four pieces of deer hide and a chip to play (almost "3-Card Monty"). Each team will be seven things to pack. If it is false (the game) to guess that must make a cane, the other team. They must be played until one team has all the sticks. During this statement, "Gloria" was leaning back chair of the hole clear. There waslittle time left, the class was the game with multiplication flash cards - "Around the World". At present "Gloria" was alert and active, and asking to go first. The class had scored a great time in this game until the bell.
5. Period - Food: When we arrived at the bar, the children were to be assigned seats. As he walked to his table, a guy came and pushed / Wrestling "Gloria" down tease. It was clear that "Gloria", isloved and hated the attention. I noticed that the girls, most of them were all still wearing their sticker. A girl was not because a teacher said that she felt as disturbing by wearing the sticker on the cheek, and made them remove them from the face. The girls were still the game where they were for use on different names.
During lunch, the girls talked about who goes with whom. On the way to the next class, "Gloria" and his best friend "Melissa"went down the hall yelling for the boys, "" Gloria "will go out with you!" "No, No, seriously. HEY!" Melissa "will go out with you!" "No, no," Glory "is ..." etc.
6. Period - Language Arts: The children came in and immediately began to read (without instructions). "Gloria," he wrote in a notebook: "Hello, my name is Cody." The teacher noted, "Gloria" was not to read, gave her a look, and put the card and released his book and started reading. For the next sixMinutes walking, her eyes for five times. He continued, area, staring into space, not to actually read the game and hang out with some of their notebook. He got his book as he was reading, then began to draw to cover his notebook. The class stopped reading six minutes after they began, and has no "Gloria" to read at all at this time.
After reading the brief period that leads them through a practice of teacher assessment - the work of revision andProcessing through the use of overhead projector and a language arts assessment worksheet. Then finished reading a story titled "Immigrant Kids" followed by their textbook, with a quiz. The class was about the most important ideas in a story and pulled it out to points of learning. Read along while the teacher saying, "Glory." Then the class had to be in their notebooks to write the main idea and three supporting details. "Gloria" wrote the following:
MAINIDEA
Immigration officials a. supposed to help ...
b. Before immigrants ....
c. If immigrants ...
Teacher's instructions were suggestive that students have to write something more like:
Immigrants arriving Iceland Ellis
More needed to be examined
b. Had a series of questions to answer
c. He ....
He worked quietly on the next task guiding principle, and then had a quiz to complete. Once that was done with the quiz, they should haveReading (dial reading) - if time permits. Gloria finished the quiz and went to search for keywords on the back of the Quiz.
7. Period - Science: This class was all about the preparation of the end of the quarter making a charge to be assessed until Thursday. The students worked on their science logs.
I've noticed a trend among teachers during school hours during this visit - have continued to remind students of two things:
1. The thirdQuarter ends in two days
2. Because "we have spoken / xyz to do 3 / 4 time ..." "There are only 9 weeks of school ..." "They must think like 8th grade, because you're almost there ..."
"Gloria" sat patiently waiting to have their science teacher who came to each student individually stapled register to do so themselves.
I discovered that "Gloria" is very good with:
Or the following instructions
or tasks with ease(Fast)
Or not disruptive in class - do not enter if there are other disturbing
Students were instructed to bring their logs to a close, and set point values for certain types of information carried on each side (as basic as page numbers, title, number of stories on page and well provided for - - - not the content). The student would be a 1 if everything was there, and a zero if it was not. In "Gloria" has been done looking at the logs of other sciences school, they sat in silence, nibbling on herNails. In "Gloria," Science is back log of his neighbor, the teacher has gone through and looked at her paper (in which points were assessed), and said, "Good job!" "Gloria," she smiled quietly to himself.
8. Period - keyboarding: This was by far the hardest class for which the shadow of the students. Students work independently - there was almost no interaction with each other or the teacher (who was now a replacement). "Gloria" at first on a words per minute (WPM) work plannedTest and was forced to, their results on a log entry. Then she did test spelling and punctuation, and worked on the builders skill. There was a lot of options available to build skills, such as different word / mouse games, but just chose Gloria keying practical lessons (for speed / accuracy).
9. Period - Native American Connections - guided study: This is the class that I observed usually on Thursday. On this day, I noticed that Gloria had his picture on the coverNotebook. I asked who are pictures, and they said they have two cousins and three friends. One of the friends is a guy whose image has the word "Hottie" written. "Glory" three more pictures to make the back of the notebook (the teacher with scissors and tape) are not studied carefully, but teachers do not take any notice.
"Gloria" that the class period, the flip-chart of the Math class use completely. He was very focused on the study room. Thiswas the quietest I've ever seen this room. Everyone seemed to task for today. Of course, the students were not strong in the room today. Two boys and two girls were sent to go to work on their research with their language Arts teacher and / or to avoid going to the library, an F for the quarter in this class.
I noticed that "Gloria" is one of the "Hope" pink rubber bracelets on his left wrist. He wrote the name of his best friend "Melissa" on it. On his rightWrist, "Gloria" has a blue hair tie, although it has had it in my hair all day. At the end of class, the math project is completed, the "Gloria" the rest of the time spent taping pictures to his notebook. I find that the observation of an "at risk" students in the study room is a good setting because they are so much off-task, but this was not the case for all the day (at least not in this class). The teacher saw "Gloria", flip over and mathematics when he was toldher: "It looks really nice," Gloria! ""
10. Period - Social Studies: It 's been a student teacher for this class. He put his head on the day following objectives:
- Focus Daily
- Section 4 Review
- Chapter 17
- Geo-test today (Asia test tomorrow)
"Gloria" had problems focusing in class and was on the desk behind her desk. You have to write a hypothesis about "The Bedouin tent" - tracing reflect tentTerminology (eg mog'ad - or seating for guests funny men; ma'had - curtain fabric between men and women sitting Maharam place - space for women). The teacher tries to help students in a discussion of this material (for example, "why do you think? Mag'ad The only men and serves the guests") are engaged in. The class was not enthusiastic about the material. Gloria stared back, not writing answers, write down ideas and people came to talk to herNext.
It seems that yesterday they did group projects on page 496 of their geography books, and now they had in their journals about what they have learned to write. The teacher informed the students and couples work together. Left to themselves, the students have no right to waste away in pairs, a lot of time. Few people, but most of the class worked individually matched to the task. "Gloria," he chose his job, answering questions aboutChapter. All types of complaints were in the room, but "Gloria" was responsible. During the class discussion and evaluation, "Gloria" never raised his hand and stared at her while chewing pencil.
The students have spent a certain geography test this week for # 21 to # 24th The teacher told them they could prepare / study as he is the quiz. (- - I've never been able to confirm or fraud) "Glory" was on the desk. Gloria completed the quiz and put the paper inBack table.
In the weeks I noted that "Gloria" is typical for a girl of her age, according to NMSA (2003), as follows:
Physical development -
O often restless and tired (everything is "boring")
Increased awareness or sexual (as in its written and oral boys to be "beautiful" and the earlier comments of their assignment notebooks, etc. used)
Cognitive - intellectual development -
o Pull passive learning (observationinstead of volunteering to give answers)
or designed to work independently when given the choice to work alone or in pairs
challenges and rules / authority (chewing gum, is a serious problem of "Gloria")
Moral development -
problem or "cultural acceptance," said her instructor has - it feels better than other more "native" students
Psychological development -
Or you busy
or awareness of ethnic identity, but fight with the adoption of all:other
Love or recognition for services - even a simple "thank you" or "good job" are important to you
o Has a positive attitude
Socio - emotional -
O strong need for approval
O strong need for peer acceptance
In an interview with "Gloria" instructor, I learned some interesting insights into what makes this guy tick. "After their Indian masters connections," Gloria "is extremely bright. She is more motivatedsocially and academically. She is struggling with its identity and is a tyrant. Refers to other students who are more "native" to her. You talk about them, threatening to beat. She is struggling with their Indian identity. By focusing on "more Indian students to define them to the test, their place in the hierarchy. In comparison to these other Indian students, her family is wealthy (more to do well financially)." Gloria "also struggles with theLakota value system - to take seriously. It 's more with white culture / dominant assimilated and used torn / Lakota culture.
The instructor and I found that the tire is "Gloria" chewing-like rules of a minor (ie break ... she has done this several times during the day - ". Gloria," a teacher will call and ask them to spit he did so only reluctantly, but then in the next class, have chewing gum again. Part of this has been achieved "pretend" to launchoff the rubber, and some of which are the rubber somewhere. I have no idea when and / or when the tire came out and was always in his mouth. It 's just materialized.
Native American Connections teacher believes that "Gloria" is the high school. Math takes it. It focuses and gets the right. Gloria lives with her grandmother and she believes in education. "Gloria" mother less focused on training for their daughter, so the childintelligent, what is better, because I do not want to hurt no significant authority in their lives. When I asked what the teachers said, "Gloria" most in need, said the discipline for unacceptable behavior (inappropriate notes, bullying, etc.) for which he received in school suspension (ISS), remain out of school (SAS - stick), etc. as a result.
Then I talked to the teacher-PRO time that he felt "Gloria" is very quiet, showing independence - flagrant violation of the rules(What chewing gum-) - a problem for the control of the "Gloria" is. You want someone to tell her to spit the gum. The PRO-time teacher, said "Glory" works reliably below its potential. They lack some basic skills. This teacher said that "Gloria" is an asset class is very well organized (and detailed in his diary), but is left behind, because it is quiet. "Gloria" Mama misses its first quarterly conference (called and said he had failed). His mother came in the secondQuarterly conference and was invited by Maestro PRO-time to enable the subsidiary, in an 11th time will be taken. This is an opportunity for students to get the job because you can not have the time at home, they can get more information about transactions with which to fight them (and more study time).
I would recommend the following for "Gloria" - increased use of games as a learning tool - after Wormeli (2001, p.49) the games are "intrinsically motivating when ...People are having fun, do not realize they are learning. "I agree completely. During my time watching all the" Gloria "classes, students were engaged in quiet work, quizzes, and reading / lesson activities." Gloria seemed to "Children's tickets for their flash object of knowledge - multiplication and division, this game really react to that found in - the Native American Connections class and it was clearly a possibility.
I did not realize "true"Cooperation in one of the classes, other than the children with their individual projects in mathematics, and because the couple can get in social studies. I want to see future teachers of students made the same match, so the children do not feel they have a choice. As I said, when indicated, left to itself, the pair of students, but there is certainly benefit from learning from these activities and would love to see "Gloria", as partIn such.
I'd like to see greater integration of academic credits between the classes - I have seen no evidence of such activity, but I have seen on a Thursday, when I was watching. The children were a close encounter with some Indians from Wisconsin, to teach them, model Tipistolas (tepee) were. Apparently, the activity is integrated concepts (and during working hours) math lesson, lessons art and Native American connections. Later in the semester, I alsoThe children observed working on "Pearl frames" the Native American Connections in the classroom, but I never knew if this with another class, like art or mathematics (models), was coordinated.
I noticed that Gloria never speak freely in class, but when asked, is alert and usually has the answer. This is touched Wormeli (2001), but I found an interesting article about learning styles of young Native Americans, who also speaks of thisOpportunity (More, 1989). In this article, Mr. indicating once again that Indian culture is focused on a "think-then-not" to replace the traditional classroom of the "trial and error" approach to learning. Native American students prefer to think about the problem and ensure that the right answer only "blurting out," the answer is wrong.
I want more of her teachers with differentiated instruction for children of various typesIntelligences. I realize that the day that I saw was so close to the end of the quarter will be a lot of "housekeeping" done. This may explain the "boring" can make use of teaching techniques. According to another article that I read about teaching American Indian students (Schweizer & Deyhle, 1989), Native American students tend to "their world is visually and from a quiet persistent exploration ... a kind of verbal performance doctrine emphasizes open foreign asa child. "So lessons are not always the best way to go with these students, at least not all the time.
Not entirely agree with this perspective since it refers to "Gloria," because it showed a high level of competence, notes, and contented himself with quiet activities. I only see things "shaken a little 'in the classroom to engage students in their off-task behaviors. For example, during social studies class, I believe that the students hadresponded better to a game of risk in relation to the tents instead of Bedoin a worksheet / assessment. I understand that teachers need to assess the end the students' neighborhood, and that the classification of a piece of paper is easier, but students of the School of Media need diversity and creativity of their teachers and their teaching. Most teachers have been trained only "verbal / linguistic intelligence of its students. Maybe a game like this in the Native AmericanConnections class where the children were and if I did not understand a question correctly, got up and did not want to sit down again until someone has an entitlement. Then that person will sit by himself, had the driver's seat, etc. It 'was fun, took the children to "think on feet" and have to move something. In addition, their passage to the material that had already learned.
According to an article I read in middle school Journal (McCabe & Greenwood, 2005), "People tend to avoid tasks and situationsbelieve exceed their capabilities, but they undertake and carry out certain activities which may be an independent evaluation of the handling. "This seems to be true," Gloria. "When I asked them what their favorite subject, math said, without hesitation. It 'clear that mathematics is only her, and she enjoys it. Actually, I think I might try to not be a bad idea, ability to perform more sophisticated mathematical work.
I found that "Gloria" can not enjoy reading.Even though I never asked why this is, you do not feel that is something they do well. This negative self-efficacy is to read to read the amount of off-task behavior during periods of rest exhibited obvious. Maybe instead of only the students of 10 or 20 minutes continuous reading, I would like more responsibility for reading to see. Keep a diary of what they read, what I have read what happened during the reading, etc. Withspecific direction for the application of this reading, "Gloria" may find it easier to remain the case. During his reading class, I'm pretty sure, "Gloria" I can not tell you what is happening in his book library, but he knew well from all that from what Hillary Duff and Lindsay Lohan wore to the recent red carpet events (from the magazine Teen People).
As for the "Gloria" the acceptance of their cultural identity, I think the school is the right thing to do with theStudents to learn the traditional culture of the Lakota Native American involved in Connections classes. The things about bullying and self-created "class differences" is no different from any other "bullying" are kind of behavior. The school has a strict policy of bullying, which took place in what seems to be responsible in the past (ISS, SAS). I encourage you something along the lines of a behavioral analysis, a useful tool for students can focus on responsibility and learnResponsibility (Wormeli, 2001, p. 202). When accidents occur in this method requires students to:
Or the behavior / incident in their own words describe
Talk about your feelings about the accident or (as others have seen and heard to be involved)
or type in what students do to prevent similar incidents
or list of what to do to rebuild confidence (with the other students, teachers, school, etc.)
I found that the school is full of positiveNews remind students of the six pillars of good character (Character Counts), and also positive news. I noticed that the reading room, a poster in terms of respect, who said:
The realization
Each
Single
Person
Expected
An examination of the
Your feelings
I liked the message, and I think that would be incurred in a simple way for children between them and their feelings respected. I think it should be changed to say "YouFeelings and individuality. "
I learned a lot through this experience and the feeling that a total of "Gloria" is a good guy, with his head on his shoulders. We hope to find a way to balance their need to be social with his need to get a good education. It requires a good, positive adult role models in his life, his family (mother, grandmother, sister) and their teacher in this school do not believe that a good job to keep your feet on the ground and concentrated, as better can.I liked how the instructors have worked together as a team, sending e-mail each other about what each student what they need, etc. In this way students are treated as individuals to maintain and respect between people who are very important at this age.
REFERENCES:
Jerkins, R. (2001). Not a girl, not yet a woman Britney [Britney, as recorded]. Zomba Recording Corporation. Send "Retrieved 05/09/2005, from http://www.lyricsdownload.com
McCabe, P.& Greenwood, S. (2005). With the contracts of learning to improve students' self-efficacy for reading and writing. Middle School Journal. 36 (4) 13-19. Ohio: NMSA.
Others, A. (1989). Native Indian learning styles: an overview for researchers and teachers. Journal of the American Indian Education - Arizona State University. Retrieved 04/16/2005, from http://jaie.asu.edu
National Middle School Assoc. (2003). What we believe. Ohio: NMSA.
Schweizer, K. & Deyhle, Donna (1989). L 'learning styles are different, but the teaching is exactly the same: Suggestions for teachers of Native American youth. Journal of the American Indian Education - Arizona State University. Retrieved 04/16/2005, from http://jaie.asu.edu
Wormeli, R. (2001). Meet me in the middle. Maine: Stenhouse Publishers.
