Week 1: Things Are Coming Full Circle

This first week at the two sites has been challenging, rewarding, and has provided me a sense a familiarity and community in the North Ward. In many ways, I have been making connections with my earlier experiences in Newark.

On the first day at La Casa, I noticed two students who I have come in contact with through the NMUTR. I was not expecting that. In Ms. Maria's class, I saw Cristian, a student from the first grade class where I taught my math lesson at Abington. Later that day, I saw Kevin, a third grader from Ms. Lambert's class at Branch Brook. Seeing these students reminded me that La Casa de Don Pedro is an important community-based organization in the North Ward, and that I might recognize more students from the community in the coming months.

Driving home one particularly hot afternoon, I stopped at a corner to buy Italian Ice from one of those carts. It reminded me of how my mother would stop at those after a long, hot afternoon working in one of the playgrounds. On another day, I ran into an old high school classmate from Science High who is currently teaching in Newark. By the end of the week, I was feeling like I was returning to something I had been doing all along, even though I am starting a new career.

During the first couple of days at Ridge, the supplies hadn't been delivered yet. There was a limited supply of activities my mentor teacher brought in for the kids from her classroom, but there was no water, shelter from the heat, tables, chairs, or balls to play sports. Some of the kids were bored and hot, but we all found ways to engage the kids in activities that they enjoyed. This experience made me realize the importance of preparation. Yes, it's meant to be like camp, but it takes time and planning, just like when you are in the classroom, if you want the students to enjoy themselves.

What has struck me is what you notice about a child when you are looking at him or her as just a child. I have seen the joy in kids' faces when you acknowledge something they are good at, or the trust they place in you when they see you as someone they can count on. It's an incredibly fulfilling feeling. Being at Ridge also reminds me of how easy it was for me to enjoy myself as a kid. It didn't take much for me to have a great time, especially in the summer. The students love musical chairs; they can go for five or six rounds at a time. I have realized that many of them gravitate towards anything competitive. I remember the rush I would feel when I beat someone at a game of some sort.

I am looking forward to what the next couple of weeks will bring.

First Week Reflection: The ghosts of summers past

Sunday July 15, 2012

When I think back on the first week of our summer placements, countless images float to the surface of my mind:

-       Joshua’s smile as he shows me the picture he drew of a heart with the word family inside in the financial needs section of his worksheet;

-       The sensation of Gabriella grabbing my hand in both of hers and asking if she can be my assistant;

-       Xavier, determined to win the jump-rope competition, hopping like a kangaroo as the rope clicked against the pavement beneath;

-       Ashley asking if I worked at a zoo because of the crocodile on my orange shirt;

-       “You’re golfing,” says Miguel as he gave me some hitting pointers;

-       The crack of the soccer ball against faded blue wooden blanks – GOAL!

-       Isaiah and John C holding their sides laughing during musical chairs;

-       Camille’s expression as she turned into the Big Bad Wolf and chased 20 little kids screaming with glee;

-       Octavio’s low voice singing Creek as he led us in a water circle dance;

-       Evan, with his baseball cap low, sweating on the black top throwing a football with Belma.

Both placements haven’t been entirely what I expected, but I’m not sure what I expected. My summer camp memories, I’ve realized, are mostly dusty cobwebs in my minds. How did I keep order and the kids engaged as we broiled under the summer sun? I don’t remember it ever being much of a problem… possible blind spots in my memory for sure, but I think that order was maintained through constant activity. Specialists were in charge of activities that the group counselors circled the kids through.

Planning is not something I’ve seen a lot of here, but the children’s imagination and initiative sprout in the void that’s been left.  The kids organize themselves into teams and negotiate their own rules. They protest and help broker injustices. They come up with ideas for dance-offs or singing competitions—just the way I remember doing as a kid.

When I see conflict, it’s an instinct to intervene immediately to quash it, but when I’ve sat back I’ve seen that the kids can often resolve things themselves. I need to learn how to help support and guide that facilitation. For instance, before we started a soccer game, everybody clarified the rules, but then the game became so technical that it wasn’t as much fun. It probably would have been better if there had been no rules at all.

It’s also a definite transition to go from working with 1^st graders in the morning to working with older kids in the afternoon. I also have found that my discipline style has changed since becoming a mother and needing to corral the will of a rambunctious toddler, who cannot always be reasoned with. I think the carrot/stick discipline approach coupled with lots of affection works well with the little ones, but shouldn’t be my default with the older ones. I love when I catch one of the teachers at NPS in a disciplinary moments. Both Ms. I and Ms. P have used positive regard, reasoning, and humor to get the kids back on track. It's something I plan to practice over the next couple weeks.

First Week Reflection

Reflection on La Casa

I haven’t been able to spend much time in the classroom with the kids.  The classroom consists of 2^nd and 3^rd graders.  Thursday, July 5^th, I was able to introduce myself to the classroom. I did my “I didn’t grow up in NJ.  Can you guess where I grew up” intro bit that I always did when subbing for a new class.  The students came close but I finally gave up and had to tell them.  I think this was due to the fact that all classrooms I’ve done this in before had a US map posted that the students could refer to.  This led to Deborah singing a song that helps students to learn the 50 states. Since then I’ve been searching the web, without luck, for a large format US map of the states that I can print out and donate to the classroom.

Monday was the only day I was in the classroom for the full time.  The day began with breakfast.  That took lasted almost an hour.  Then the kids could play with their Nintendo DS’s.  But they could not play with the games on the game shelf during this time.  So kids who did not have or shared a DS just sat there.  I ended up playing rock, paper, scissors with the kid sitting next to me at my table because we were both bored.  He loved it and eventually a third kid joined in.  Next the teachers transitioned into an activity.  The transition itself took almost 30 minutes as the teachers discussed how they were going to present the activity.  The activity itself seemed like a Sunday School lesson that explored what is “the truth” and love, with God purposely edited out.  On one hand, I was impressed that they did not push religion in the activity.  On the other, the philosophical engagement needed to grasp this activity was bit beyond the level these kids are currently at.

The class went to the lake on Tuesday and I was out on Wednesday and Thursday.  So I haven’t been able to spend that much time with the kids as yet.  My overall impression of the teachers is that they are young and inexperienced, but trying to do their best for the kids.  They don’t seem comfortable with us in their classroom, probably because we are older and may seem more experienced.  They probably even feel that we are judging them, which I just did. 

The teachers informed us that these were low performing students.  My initial impression is that they seem like average kids to me.  I got to interact with the students at the table I sat at.  One student that I at first thought might be low performing just turned out to be a 2^nd grader that I thought was a 3^rd grader.

Reflection on Abington

            Controlled chaos.  The first 3 days there were no supplies.  Apparently this is SOP for NPS according to the Lead Teacher, Mrs. Wallace.  There was a lot of improvisation.  I think the teachers are great.  There just seems to be less guided activities than I thought there would be via the Orientation presentation.  Right now the day is just supervised open playground.  The pool and some other trip activities are in the afternoon, so we don’t get to go. 

            Friday, I went on the fieldtrip to the Lady Liberty game at the Prudential Center.  No one was hurt or lost.  So I count it as a successful trip.  We took 15 kids, 10 were boys.  There were a few young kids but most were going into 5^th or 6^th.  NPS was given seats in the extreme nosebleed behind a goal.  These were the worst seats in the house for a basketball game.  There were groups and camps there from all over NJ and NY.  Some had first section seating.  I wondered why NPS had the worst seats in the house.  The incline for the section we were seated in was very, very steep and was very high up.  Heights give me vertigo.  So my head was spinning the entire game (plus I was already woozy from the pain meds).  I also kept feeling like a kid could roll down the seats and over the rail at any moment.  So I sat next to the most active kid, he’s going into 2^nd grade, in order keep him in his seat.  We got along but it was tiring.  The Liberty gave out those inflatable “Thunder Sticks” that fans bang together to make noise.  They also make excellent clubs for kids to beat each other with.  So there was a near constant effort to keep them from beating each other.  Finally, on the return bus trip, Mrs. Sandoval resorted to popping the things with a pen when kids were still hitting each other.  Initially, I thought this was overreacting.  But the few who still had the things and wanted to keep them stopped hitting.

We weren’t allowed to bring in the lunches into the Prudential Center.  Two or three kids had brought money and bought food and drink.  I was starving but felt that I shouldn’t eat in front of the kids.  The kids had to wait until we got back on the bus to eat. Then, we were among the last groups to get picked up by our bus.  We all stood on the hot sidewalk, while I tried to make sure our kids didn’t wonder off in the midst of thousands of other kids walking by and getting on their buses.  So I went from 7:30am to 2:15pm with no food or water.  Yeah, first world problem, but I was really wiped out by this trip.  I fell asleep on the couch Friday night.  I’m kind of dreading the next field trip.  But maybe with more field trip experience, I’ll learn to relax and enjoy it.  

Week 1 @ Bragraw

One of my foundational beliefs when working with youth is the need “to meet youth on their level.”  Since enrolling in the UTR, “meeting a child on their level,” has taken on new meaning.  The UTR has afforded me many opportunities to interact with children in a variety of educational settings. However, one of the most interesting observational settings has been in my role as a volunteer at the Newark Public School Recreation Program.

The NPS recreation program is a free summer camp for students who attend a Newark Public School.  The children meet from 12:30 – 6:00 pm daily at a local school to participate in a multitude of activities.  The activities include board games, basketball, soccer, and weekly trips to such places as the local pool, basketball camp, golf and tennis lessons, the Camden Aquarium, the Prudential Center and/or a Newark Bears game to name a few.  All of the above mentioned activities are designed to provide children an outlet for play and an opportunity to enjoy recreational activities in a safe environment.

I am assigned to Bragraw Ave. School, a school that is located in a section of Newark that has faced and continues the face the challenges of high crime, high rates of poverty and urban decay.  However, in the midst of these challenges is a school that is dedicated to educating our children and defying the odds.

Many of the children who attend the program currently attend Bragraw or were once students.  The students range in age from 6 – 14.  Each day I attend the recreation program, I am amazed at the resiliency of children and their ability to laugh, smile and have fun with such simply games as name all the states that begin with the letter A, a small volleyball and make shift volleyball net, a basketball and hoop with no net and playing on a black top surface in 90 degree heat with no shade.  Our children are amazing and they are teaching me everyday how to be more patient and to observe that every moment is a teachable moment and a moment I can learn something new from them.

Perhaps one of the children I am learning the most from is a 6 year old male child name Farrell who has a speech impediment.  For reasons unknown to me, his speech is not fully developed so when he speaks he often sounds very squeaky.  I often have a difficult time understanding his requests, especially when he is excited.  Over the past week, I have gotten in the habit of asking Farrell to slow down, and to repeat his request.  Words that he stumbles with and/or mispronounces, we say them together.  I have found that the two of us working together helps him get his words out more clearly and me to understand his request.

Farrell is serving as one of my many inspirations from my summer experience at Bragraw.  Daily I am reminded to think about the words I use and the outcome I want from my students once I use these words.  Farrell is teaching me that to be an effective educator, I must do more than just meet a child on their level, I must be patient, deliberate, caring, and most importantly I must expect nothing less than excellence. 

La Casa: July 12, 2012 The Beauty of Song and Preparation

The Beauty of Song and Preparation

On this third official day at La Casa, I was at my most ready form for teaching.  Don't get me wrong.  Of course it can get better...way better.  However, I left feeling like I had built upon lessons that I learned, and that felt really satisfying. 

The morning began with breakfast and the circle time, and then the class was mine at 9:30 a.m.  Camille, Sherry, and I were ready this time.  I said that I would need to split the class for the individualized lessons we had planned.  It caught Mrs. Maria slightly off guard, and she had to check to see the availability of a room.  There was time that needed to be filled and I was ready.

I regained the students attention, and I lead them to a round of "If you're happy and you know it...", and they loved it.  I don't know who got more joy out of it, them or me, but it was really moving to hear them excitedly go through the song and shout "Hooray!"  This elation carried into the enthusiasm they had for the water celebration song I shared with them next.  I'm still researching the history of the song, but thus far, I've only found this:

This an ancient Creek Water Blessing. The Creek Indians would often sing this while bathing, washing clothes, or before swimming in the lakes, streams, creeks, rivers, etc. The medicine men/women would sing this when healing the sick or wounded.

I got the kids even more excited about the song because I made the connection that they were going to the lake tomorrow.  We walked in circle while holding hands and singing, "Wichita do ya, do ya, do ya.  Wichita do ya, do ya hey (2X).  Then, still holding hands, we all go to the middle of the circle and raise our hands up and then back out to a full circle while singing a little more loudly, "Wacha teneya hey ya hey ya.  Wacha teneya hey ya hey (2X)"

It was a beautiful moment.  I love how the movements are similar to a splash of water and a concentric ring.  Also, it's amazing how quickly the kids pick it up right away

Following the song, I led my group to the new library area.  ***Note to the designers:  Cars as decorations on shelves that are at child height are very appealing to kindergarten boys and a girl.

Though the room is rather small, I made due and had the kids sit on the floor to prepare for the read aloud.  I was already keen to the fact that having them sit on the couches did not work well.  My anticipatory set was bringing out a newspaper and seeing if they could guess what we were going to do as an activity.  One child made a great guess of painting with the reason that we would need the newspaper so as not to make a mess.

Next I pulled out a bag of seeds, and some kids shouted, "We're going to plant seeds!"  I had a mixed bag of sunflower seeds, corn, pumpkin, and 3 different beans.  Now the kids were hooked as I prepared for a read aloud on a child's experience making a garden at school.  

What I learned from other teachers that I've been practicing is asking the kids what the author and illustrator of a book do.  The kids are getting better at distinguishing the two roles that can be done by one or more people.  

Today, we reviewed who were the characters of previous stories.  We also looked back to see the different types of illustrations in the stories.  The book and materials actually provide a decent, basic foundation for lessons, and the characters in the story are culturally relevant.  

After the read aloud, I gave instructions for the next step(s) to plant seeds that somewhat modeled what was in the book.  The students chose the seeds they were going to plant.  Then they drew a picture on a small piece of paper of what they were planting.  Some drew the plants, while others drew the seeds.  One student asked to use the book as a reference for the corn plant.  Some students drawings were really intentional with bright colors and decorations.  Others were not as colorful but still very cute.  They also wrote their names on them.  

The pictures were taped to small plastic cups, and then the students lined up to scoop out dirt from a ziplock and into a cardboard planting cup.  As this quickly became too slow I dumped soil in the middle of the table and invited anyone who was willing to use their hands instead of a spoon.  Of course there were many takers.

Planting seeds after the read aloud.

The system was set, and as students finished, they needed something to do.  I had a worksheet that came with the financial packet that I gave to the first student to finish his planting, and I gave him instructions on how to complete the worksheet.  I then gave him all of the worksheets and asked if he could explain to other students what to do as they finished planting.  He was up to the task.  

This whole time, I forgot to mention what a great resource Ebony, a high school volunteer, had been with getting different materials and aiding children as directed.  

Angie proudly holds up her activity sheet.

As students were still planting, some were finished the first worksheet, and I had another one that was a double-sided word find with garden terms.  One side was in English, and the other was in Spanish.  This was actually challenging, and it was a blessing.  It really made the students who were finished planting slow down to focus.  As some kids had trouble finding words, I encouraged them to seek help from their peers.

Today I was very cognizant about using the resources available to me in the way of students leaders and volunteers.  It really made the lessons less taxing, more fluid, and left me with an invigorated feeling as I closed the lesson and prepared to leave.  How do you keep a small class of kindergarteners entertained while learning?  I'm still exploring this question, but surely songs and preparation go a long way!