Post-blog

Question 1:

My initial feelings regarding working with struggling Math and Science student were proven frivolous.  Prior to this experience I was anxious and nervous, believing that my knowledge of these topics was minimal and that I would incorrectly instruct students seeking my help.  I was also convinced that the students would be unwilling to work and display substantial behavioral challenges.  However, I could not have been more presumptuous.  I was surprised at the amount of math material I was able to remember and loved working with all of my tutees at Lakeshore.  I primarily believe that my initial feelings changed because of my experience with students who were excited to learn and happy to see me each week for tutoring. 

Naively, I was concerned that the diverse socioeconomic backgrounds of my students would lend to an overall attitude that ‘school is stupid’.  I was afraid that most of the challenges I would face with my tutee would stem from an indignant refusal to care about academics.  The situation could not have been more different.  Andrew, one of my consistent tutees, always told me how much he looked forward to our tutoring sessions.  He was extremely attentive and always open to suggestions while working problems or completing homework.  Moreover, throughout our sessions together I realized that Andrew (in addition to a majority of his peers) did care about his academic success.  However, issues at home resulted in multiple absences from school and an inability to catch up with the material he had missed.  Divers socioeconomic and cultural factors play a substantial role in a child’s academic goals and success. 

Question 2:

Prior to this tutoring experience I expressed my belief that due to my struggles with math and science throughout elementary and middle school I have acquired knowledge in relation to alternative methods and strategies for teaching these concepts and making them easier to comprehend.  After working with struggling learners I learned that my personal experiences are helpful in interpreting challenging topics.  Many of the strategies that worked for me also worked for students at Lakeshore.  I also learned that creating a repetitive schedule for students which requires them to retain previously learned information over long lengths of time was engaging for some students.  Andrew loved creating flash cards for mathematical terms presented in our lessons.  He was able to take them with him and review his notes prior to math activities throughout the school day. 

I believe one of my greatest successes this semester was creating a learning environment which my tutees looked forward to revisiting.  I feel that I was able to deliver my lessons in an engaging way by drawing upon my tutees’ learning styles and personal interests.  The challenges during this experience lied in the pacing of the material I was required to base my lesson plans upon.  Although we would move to a new topic each week, my tutees required more attention to basic mathematical functions; without which they could not successfully progress.  With this in mind, I learned that meeting the student’s academic needs was the focus in order to begin teaching the required topics.  As a result of working with these students I have begun to tutor the four children that I babysit on a weekly basis.  They struggle with math and reading in school due to their failure to master foundation skills for both topics.  I have begun to revisit the basic skills that each child struggles with in an attempt to keep them on pace with their school’s curriculum. 

I believe the new STEM initiatives could greatly benefit struggling math and science students if implemented correctly.  This curriculum not only emphasizes science, technology, math, and engineering education, but also the activation of student creativity and innovation.  This outlook on science and math education could be extremely engaging for students. Moreover, another aim of the initiative is to integrate and experiment with the use of technology in the classroom.  I assume that this might also include the use of assistive technologies for struggling learners and students with disabilities.  These possibilities make the STEM initiative appear to be inclusive of all levels of learners. 

Question 3:

The most beneficial part of working at Lakeshore was having the opportunity to both observe the implementation of topics learned in class, as well as implementing strategies learned.  One aspect which is stressed in the field of education is to be prepared for anything or to be flexible.  This of course, is easier said than done.  Having autonomy over your own lesson plans and learning from mistakes builds confidence in pre-service teachers and aids in their professional development. 

It would appear that Lakeshore is prepared to help most students become more knowledgeable in the STEM disciplines through the AVID program.  However, this initiative is lacking for struggling learners.  The pace of their curriculum is unaccommodating and often leads to inadequate addressing of student needs.  Struggling learners appear to be being left behind. 

As a result of this interactive experience I jointed the Student Council for Exceptional Children at the University of North Florida.  Through this organization I hope to learn more about addressing the needs of low-performing students and further my professional development within this area of exceptional education.

 

Question 4:

Throughout the course of this community based experience I have participated in a professional development activity which opened my eyes to resources provided for the education community.  At the Tools for Success Conference I had the opportunity to volunteer and participate in a number of seminars focusing of effective teaching strategies and accommodations for struggling students and students with disabilities. I was able to speak not only with distinguished professionals and presenters, but also with parents of students with disabilities.  Taking part in a proactive approach of addressing needs of staff, parents, and students with exceptionalities assured me that tools for success are available for those who seek it.  I was introduced to man professionals who were willing to help me in furthering my career goals and becoming a successful professional.  In the future, I would like to seek professional development in the area of mental health.  Working with a wide spectrum of struggling students, I feel as if their mental health plays a predominant role in their academic success.  I would also like to explore the connection between socioeconomic status, home life and mental health in students.