Spanish 4400: Internship or Service
In the Spring of 2011 I took a Spanish course that involved half the time in a regular classroom while the other half was spent using our Spanish skills within the Kalamazoo community.
Inside the classroom, we spent the whole class period discussing controversial issues that both Hispanic and American citizens face in America today; and with this knowledge, each and every student within this class was sent out to different organizations throughout Kalamazoo - i was placed at Lincoln Elementary School.
Inside the classroom, we spent the whole class period discussing controversial issues that both Hispanic and American citizens face in America today; and with this knowledge, each and every student within this class was sent out to different organizations throughout Kalamazoo - i was placed at Lincoln Elementary School.
Lincoln International Studies School
The mission of Lincoln International Studies School, an elementary magnet school focused on international studies, languages and technology, is to ensure that all children become responsible, self-motivated achievers through a challengin, enriched, and integrated curriculum that develops the unique talents of each child and celebrates diversity in partnership with staff, families, and community members in a safe, child-centered environment.
Unfortunately, just a over a year ago, such a thriving school lost its grant to be categorized as a magnet school. At least it is still a bustling Elementary school filled with energetic students ready to learn.
Unfortunately, just a over a year ago, such a thriving school lost its grant to be categorized as a magnet school. At least it is still a bustling Elementary school filled with energetic students ready to learn.
My Mission at Lincoln Elementary: Ms. Sebastiani's 1st Grade Classroom
Not actual Licoln students
Ms. Sebastiani's classroom was composed of all Hispanic students whom have recently moved from Mexico or South America. Thus, it is fair to say that the majority of these students could hardly speak a word of English; and this is where I came in.
Every Tuesday and Thursday morning from 9:30 am to 11:30 pm, my mission was to help Ms. Sebastiani's students with their English - learning centers:
Pronunciation Board: While I didn't directly help the students pronounce ten English words correctly, I did help maintain proper behavior during this center. Of course, when Ms. Sebastiani had troubles answering a particular question, she looked to me for assistance.
Ten Sentences: Next to the Pronunciation Board, was another board that had a list of ten spelling words. With this list, every student was required to write ten complete sentences using each word word; and during this center, i was individual that the students had to go to if they had questions or needed assistance. But my man responsibility was to correct any errors present. Of course, i wouldn't just correct the errors for them, but ask them quiding questions to help them reach that correct answer; and once the error was corrected, as a reward I would allow them to put a star next to every correct sentence (word of warning; if you want to do this star - rewarding system have the students draw their stars with their own pencil and not your marking pen = you'd be amazed how out of control students becomes while fussing over your pen).
Story Time: Each student was responsible for reading their proper level of story; and after they have finished reading their books, they were responsible for summarizing the beginning, middle, and end of the story. My mission during this center was to make sure that all spelling, punctuation was correct and everything was written in complete sentences. But what was most challenging about this center was to encourage the students to read the entire book without just picking a beginning, middle, or end page. In that case when time willing, I would sit with one of the students and have them read the story to me. In doing so, I am able to help with their pronunciation and am able to improve my Spanish vocabulary. If I didn't know how to say a particular word in Spanish and the student knew what i was trying to potray in English, they told me the word.
Listening Time: Each student had to listen to story in English. Afterwards, they were to answer the question of the day that regards to the story - most of the time the questions like Who is your favorite character and why? or What is your favorite part of the story and why? were the questions commonly asked. Now, the most challenging aspect of this center was to encourage the students to explain their answers. Most of the time when i asked them they only shrugged their shoulders or would say, "Because it was funny!" Granted that they were only first graders, I still tried to help them expand their reasoning - to get their criticial thinking wheels a - spinning right away. Alas, sometimes I got through to them and sometimes I did not.
Computer Time: During computer time, students were responsible for either typing of their stories or playing education computer games. With this center, I only helped the students when they had a computer problem and made sure they weren't messing around.
Write N' Share: During the second half of working at Lincoln Elementary, I would arrive to the classroom during the time when the students had the opportunity to share the updates of their stories to the rest of the class. I can honestly say that this was my favorite time because I loved being able to hear the vast improvements in the students' English pronunciation. I suppose one could infer that I felt proud to see that my work in this classroom has helped at least a little. Of course, I was amazed at their creativity levels as well - it just goes to show how students love to story tell from age six to forever.
Every Tuesday and Thursday morning from 9:30 am to 11:30 pm, my mission was to help Ms. Sebastiani's students with their English - learning centers:
Pronunciation Board: While I didn't directly help the students pronounce ten English words correctly, I did help maintain proper behavior during this center. Of course, when Ms. Sebastiani had troubles answering a particular question, she looked to me for assistance.
Ten Sentences: Next to the Pronunciation Board, was another board that had a list of ten spelling words. With this list, every student was required to write ten complete sentences using each word word; and during this center, i was individual that the students had to go to if they had questions or needed assistance. But my man responsibility was to correct any errors present. Of course, i wouldn't just correct the errors for them, but ask them quiding questions to help them reach that correct answer; and once the error was corrected, as a reward I would allow them to put a star next to every correct sentence (word of warning; if you want to do this star - rewarding system have the students draw their stars with their own pencil and not your marking pen = you'd be amazed how out of control students becomes while fussing over your pen).
Story Time: Each student was responsible for reading their proper level of story; and after they have finished reading their books, they were responsible for summarizing the beginning, middle, and end of the story. My mission during this center was to make sure that all spelling, punctuation was correct and everything was written in complete sentences. But what was most challenging about this center was to encourage the students to read the entire book without just picking a beginning, middle, or end page. In that case when time willing, I would sit with one of the students and have them read the story to me. In doing so, I am able to help with their pronunciation and am able to improve my Spanish vocabulary. If I didn't know how to say a particular word in Spanish and the student knew what i was trying to potray in English, they told me the word.
Listening Time: Each student had to listen to story in English. Afterwards, they were to answer the question of the day that regards to the story - most of the time the questions like Who is your favorite character and why? or What is your favorite part of the story and why? were the questions commonly asked. Now, the most challenging aspect of this center was to encourage the students to explain their answers. Most of the time when i asked them they only shrugged their shoulders or would say, "Because it was funny!" Granted that they were only first graders, I still tried to help them expand their reasoning - to get their criticial thinking wheels a - spinning right away. Alas, sometimes I got through to them and sometimes I did not.
Computer Time: During computer time, students were responsible for either typing of their stories or playing education computer games. With this center, I only helped the students when they had a computer problem and made sure they weren't messing around.
Write N' Share: During the second half of working at Lincoln Elementary, I would arrive to the classroom during the time when the students had the opportunity to share the updates of their stories to the rest of the class. I can honestly say that this was my favorite time because I loved being able to hear the vast improvements in the students' English pronunciation. I suppose one could infer that I felt proud to see that my work in this classroom has helped at least a little. Of course, I was amazed at their creativity levels as well - it just goes to show how students love to story tell from age six to forever.