Session Four

This session was very similar to last except I only had about 40min with each student, not an hour. This time cut was because of recess, it was our teachers turn to watch the students while outside so we had to cut our sessions short.

During this session the students worked on measurements and used rulers. It was very hard for both students to use a ruler; they both did not understand the different increments a ruler gets split up into. Although by the end of each session the students were doing better they could not complete each measuring task on their own, I had to assist them.

After I worked with both of the students the teacher told me I could go outside with the class for recess if I wanted to. I wanted to see how the children interacted with one another so I took the teacher up in her offer. All the children played together except one, Sam, the male student I tutor. He stayed by the teacher the whole time I was outside and did not interact with the other students. This was interesting to me, why would he not play with his peers when he had the option?

Another thing I noticed while outside was their playground consisted of only one jungle gym and the students were not confined to one area. Some were in the front of the building as well as on the sides of the building with no supervision.

One of the major concepts we discussed in my TE 250 class was school funding. During this session of tutoring was the first time I realized how low the funding in the school I was at must be. As soon as I walked into the building I noticed down the main hall there were buckets. These buckets were collecting the constant drips of water that was coming form the ceiling. This tells me the funding for this school must not be very high if they can not even fix a leaking ceiling.

Session Three

I went to my assigned elementary school this past Tuesday and tried some new things with my two students Sam and Sue. Because only Sue was there for my last visit and she worked so well by herself I thought that this time I would break up the two hours I am there, working with Sam for one hour and Sue for the other hour. This worked so much better than having them work together because I was able to concentrate on one of the students at a time and work with them on the things they each individually needed to work on. I believe both the students liked this better as well because they did not feel intimidated by each other.

I worked with Sam first, again with long division, and he had no problems understanding the concept. He worked very well and asked questions when he had them. I feel he is opening up more which is wonderful. Although at times he got some what distracted by the rest of the students for the most part he stayed on task.

Sue was a bit harder to work with because she “hates math.” Therefore, she constantly wanted to talk about other things and I had to repeatedly remind her that we were working on math. She still does not know her multiplication facts so division is a struggle for her. I told she should try to work on some times tables when ever she got a free chance. She said she would but we will have to see next week if she has improved.

Both children are becoming more comfortable with me which is a good thing but at the same time I feel because they are more comfortable they feel they can talk about other things like basketball games instead of school related subjects. I want to talk to the students about outside activities so they stay interested but it does not get much accomplished.

Day Two

Yesterday was another day of tutoring however this week, only the girl student, Sue was there. Sam was absent for a reason unknown by the teacher.

When I first arrived the teacher gave me some instructions. First Sue was to take a math test which I could only assist her with the directions of each problem, not tell her how to do them or the answers. Then I was going to do two math worksheets with her, both working on long division problems.

While Sue did her math test she did have some questions. Most of them were regarding the directions however in some cases she asked if she was right or not. In those instances I could not assist her so I told her to take her time and do her best.

After her test was completed we worked together on the long division problems. At first she had no idea what was going on but after a few examples she understood the process. What she had the most difficulty with was using multiplication to find the answer to the division problem. Because she had not yet memorized her multiplication facts, which should have been done in the third grade, she was having a hard time.

I also had a hard time trying to help her because she didn’t know her multiplication facts. Not only did I have to help her with the division but also multiplication too. This would not have been a problem if I was working on them separately but because we kind of had to do both at the same time it was a bit confusing. I tried my best and told her to go home and work on her times tables because it would help her understand division.

Because Sam was absent I feel Sue kept her attention on me. I was able to only focus on her and help her with the problems she had, not juggle the two students together. I believe she works better when she is just with me, not the other students too. When she is just with me she does not feel her questions are stupid and that she needs to impress the other student. However I can’t only work with her so I can only hope that over time the two of them will feel comfortable with each other and myself. This was they will get as much help as they need.