My tutor journal is set upon a Grade: K-8 school which is an elementary school. The elementary school is number ten in Paterson N.J. It includes elementary school up to the eighth grade and the students mostly come from African American neighbors and some Latino. The area is considered having a large number of poor people downtown Paterson NJ. My class began at 8:50 am in the morning and at 3:00 am in the afternoon my class ended. In my journal I have enlisted specific methods or strategies that I used in instructing the students in ensuring they grasped every aspect of the lessons in the morning hours. I conducted class teachings generally and in the Afternoon from 1:10 pm I organized the class into small groups and individuals. I gave one on tutoring sessions in that period and also paraphrased questions in the mid-morning hour to enable faster comprehension of the quizzes. I helped them to break down the question into ways of thinking about the question: draw pictures; visualise the pictures. I also instructed them to talk about the ideas they were learning about. If in case they were tackling the questions directly then it was a requirement that they asked the meaning of the questions. I developed an appropriate tutor-student relationship from this perspective. I assisted Levine to read questions and understand much more easily by breaking it down to her for easier comprehension. I gave a one to one tutoring to students like Erica and I paraphrased several questions for her to get the tune of how to answer the rest.
Narrative Essay Sample About Tutoring Reflection
There are those that I repeated myself many times so as to explain each and every question. This was meant to increase their understanding and remind them the basics of what they learnt long ago. I also taught them to read aloud and think in aloud too while asking themselves questions before solving problems like in Mathematics. I learnt important aspects about students and their learning habits and to say the truth I have gained remarkable experience on how to handle them. Some students like Zahir could distinguish between different shapes such as polygons but they could not master or recall the definition of the terms applied. A special education student like Levine is able to read each and every question but in real sense, they do not comprehend the meaning behind those particular sentences or questions. The literacy practices in this definition were quite profound among the students. They were able to read the questions and the definition terms easily but they had a major problem. They were unable to remember the definitions of every definition of polygons and with their poor understanding they needed constant repetition. As far as the education was concerned most of the students did not know what they were doing and they only saw it as fun playing with computers. With the bad scores they were getting they had to take the test severally. Computer tests were thus very crucial and I carried my instructions had to be the contrary to their poor literacy practices t acquire positive references. In response to my instructions the students, for example, Erica could read independently after I had paraphrased some questions. She could answer the rest easily on her own and I discovered they only needed a good push before they gathered courage and the momentum to continue. There are challenges that I experienced while working on with the students and they did not all respond as positively as I expected. Some students, however, did not pay attention while I was helping them as they considered the topics hard. It was hard explaining to them how it would be easy once they continued with the learning. The success which they had not learnt came with patience and determination.
On my part, I can say, that I succeeded in several areas like I ensured students learnt to take off in a self-learning and they did not necessarily have to wait upon the teacher. Erica was my favorite student and soon I knew it would not take her long before she acquired the confidence needed. I also managed to make several friends of them as most were friendly with me for the entire day. In the review of this fieldwork journal, there are certain trends in the student's learning practices that I noticed. The students tended to prefer use of digital appliances like the computer which made the students to consider learning polygons using computers fun. Students like Levine and Erica considered guiding by the side as the best approach to them learning more. They also responded well to the constructive type of learning where they were active and used constructive paradigm. Reflective learning seemed to work well with them as they thought aloud upon questions before they answered and also visualizing pictures of each polygon. This enabled them to link the definition of the term with the picture. This enabled them to recall easily the terms however hard they seemed to be. The instruction practices that I think were most effective included teaching the students how to paraphrase the questions. This faster understanding and it was quite applicable with Levine and Erica who after being paraphrased could answer the rest of the questions on their own. Another tactic was instructing the students to visualize the shapes or polygons when reading so that during exams it will be easier to recall these shapes. Reading aloud also helped the students to think in a more tentative manner and they could connect the sound of their tones and voices with the sound of the difficult terminologies and definition. I chose these strategies due to their as they measure both the student's computation skills and their effective competence in solving problems. A child using memorizing or power of recall can easily solve a computation task using it as it is a problem-solving strategy.
Classroom support systems such as one on one tutoring help the students to conceptualize easily the major facts. It also helps in refreshing the mind as things said stick to the brain much easier. In these small groups questions will be easily asked as some students tend to be more confident. Classroom assessment is also efficient from this journal as I am able to perceive the students, class material for example polygons and the students work. Classroom assessment helps the instructor to have a better understanding of the students in general and their weaknesses. The literacy focus of tutoring sessions as listed in the journal includes analysis of the academic literacy levels are strategically placed to ensure the instructor understands the needs of the students and the problematic areas. In the morning session I employed technological learning tools for example computer classes in the morning session are effective as they create an interactive atmosphere between the student and the learning material for better understanding. The instructions are also different and modified depending on the type of students and heir different capability. I also divided the class into two groups when I was teaching about complementary and supplementary angles. One group would analyze the differences in the shapes of the polygons. This strategy made the students to understand the contrasts much better. The students participated in reading sessions in the class during the morning study on defining circumference and perimeter. The reading and comprehension strategies are revised in accordance with their literacy levels. Reading aloud is used in this instance to ensure they think aloud and understand faster. Research services for example online services are more efficient to students to enable them comprehend aspects in learning. Assessing the student's background prior to the academic knowledge is important as it gears the students towards setting their minds for learning. Between 10 O'clock midmorning and in the afternoon I carried out computer tests where students practiced sample questions as benchmarks tests on lines, angles and polygons. Tests are important as they determine the level of understanding of the students and their power to recall the basics in education.