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Transcript of Miss. Gianna
Sgt. Cornel Young Jr. and Charlotte Woods Elementary School
How many students have subsidized lunch?
What is the schools racial statistics?
"There are codes or rules for participating in power: that is, there is a 'culture of power."
"The teachers role is to maintain the full attention of the group by continuous questioning, eye contact, finger snaps, hand claps, and other gestures, and by eliciting choral responses and initiating some sort of award system." pg. 27
In Delpit's article she emphases direct and indirect styles in the classroom. In Mrs. Lefebvre classroom I see both types of styles. To get the classes attention she often says "were on zero" or she starts to clap and the rest of the class joins in with their mouth closed.
I see the indirect style when a child comes to tell on another students and her response is "are you supposed to be tattle-tailing" and ignores the bad behavior of the student. For an example, student A was jumping off a chair, student B saw student A not following the rules so student B went and told the teacher. The teacher response was, "are you telling on them?" Student B walked away while student A got away with not following the rules. A few minutes later, student C jumped off a chair, Mrs. Lefebvre saw student C not following directions and made him go change his card.
The students are getting both direct and indirect styles in Mrs. Lefebvre classroom. Mrs. Lefebvre needs to practice more direct styles and try not send the wrong message to the students about following the rules. This is important because if the classroom does not have a direct style the children will be out of control and have no limits on how they act.
Mrs. Lefebrve shows direct style by using this behavior chart in the classroom, when she tells the student to go change their card they know that they aren't following their directions. If the card is on red by the end of the day Mrs. Lefebvre talks to the child's parent.
"Be Aware that children use first language acquisition strategies for learning or acquiring a second language."
whether in English, Korean, Spanish, Greek, or Portuguese, you are working to
develop the child's language as an effective instrument of intellectual
Collier emphases about putting a child's language first. Mostly the whole class is spanish speaking. As I walked around the class I heard different conversations about the students first language.
Although Mrs. Lefebvre is a white English speaking teacher, I noticed on the wall of "Amazing Words" the word "Abuela." Mrs. Lefebvre used both English and spanish words in her classroom but not as often as it should be. I have never heard the teacher talk in spanish to any of the children. I also never heard the spanish aid in the classroom talk to the students in spanish either. We live in a world filled with a ton of different cultures and languages, all the students should feel welcomed and know their language matters and not just English.
Students Reaction to Visitors: "Welcoming; eager to explain or demonstrate what they're are doing or to use visitors as a resource."
Furniture: "Chairs around tables to facilitate interaction."
On the Walls: "Covered with students projects, evidence of student collaboration."
Students reaction to visitors: "Welcoming; eager to explain or demonstrate what they're doing or to use visitors as a resource."
Around the School: "Appealing atmosphere: A place where people would want to spend time. Students projects fill the hallways. Office staff welcoming towards visitors."
Alfie Kohn focuses on what to look for in a classroom. When I first entered room 107 I seen a lot of Alfie Kohn's good signs of a classroom and school. Room 107 has the most cheerful, excited, happy, loveable children I have ever seen. The room is filled with smiles and laughter. These kindergarteners were a delight to work with.
Not only were the children welcoming, but also the school staff was. I was greeted by the secretary's in a respectful manor.
Room 107 showed me nothing but good signs. The walls were covered with all the students work (not just the 100's.) Mrs. Lefebvre had educational posters hanging up and the students art work. On the door entering Mrs. Lefebvre's classroom was the students beautiful artwork also.
Alfie Kohn preaches about having a good classroom. Being a room like room 107, has taught me what a good healthy learning environment for children is. By these children learning in this kind of environment in kindergarten, it will encourage them in becoming better well rounded individual in their education future.
Collier, Virgina. "Teaching Multilingual Children."
The lives of Multilingual children in Public Education.
Ed Otto, Santa Ana Rowman & Litlefield Publishers Inc. 2004. Print
Delpit, Lisa. "The Silence Dialogue"
Others Peoples Children: Cultural conflict in the classroom.
New York, 1995 Print
Kohn, Alfie. "What to look for in a classroom." Educational leadership. September 1996. Print.
My service learning experience was one that I will never forget. I will take everything that I learned and use it in my own classroom one day! I loved working with Mrs. Lefebvre and especially the kindergarteners! I cannot wait to continue my journey of becoming a teacher. This was a great introduction to what I am planning on doing for the rest of my life! I am very excited! :)
I really enjoyed completing this project! I found it a lot of fun. I took many risks during this project starting with completing this Prezi. I have never completed a Prezi before. I finally got the hang of it after playing around with it for a few days. I then learned how to add music to the Prezi and different pictures. My next risk taking was when I made the comic stripes to describe my examples of the authors. The biggest risk I took was working alone! I was told there was a lot more work if I decided to complete this project alone, but I didn't mind it! I actually enjoyed doing everything alone! I had a lot of fun with this project and I tried to be as creative as I could!