Tuesday, June 23, 2009
Jake's Blog # 3
My host teacher for my peer tutoring class this year was Mr. Schmidt. He has been a huge reason for my improvement in my own physical fitness this year and helped me develop great peer tutoring skills. With each day came a new challenge. He would instruct me on what needed to be done every day and gave me constructive critisism for areas that I could improve in. I found it challenging at first however to consistently keep up with preparing the equipment for the class because I guess I just got so caught up with the other students I just forgot that i was the peer tutor.
Jake's Blog # 2
The blog I am choosing to respond to is that of Tyler Smith's. I chose his blog because he is peer tutoring the same class as me, which means that our experiences are most likely very similar. We both had different teacher's, however. He had Mr. Shephard and I had Mr. Schmidt. Both of us were relied on for marking test's in health, readying equipment for each sport that was going to be played, and just basically helping everyone out.
Blog # 1
Hello. My name is Jake Skuce and I am currently in grade 12. I'm peer tutoring Mr. Schmidt's grade 10 Physed class. I have many roles in the class. The most important one is probably to just be a good role model for the younger students when interacting and playing different games with them. It was my job to get the equipment prepared for each sport we played and also to put it all away, as well as make teams for games we played. One activity that I would have liked to inititate in would have been track and field. We didn't end up doing it, though.
Sunday, June 21, 2009
Blog #3
By: Laura Huber
As far as host teachers go, Ms Stanhope is probably the best. She teaches me lots, but she doesn't know it because it's a very indirect sort of teaching. I sort of learn by observing her, by using her as an example for how I should act and react towards students and other teachers. She plays a huge role in my development as a peer tutor, but more in my development towards becoming a teacher myself. Peer tutoring is just the first step!
During class, when she is not teaching, we are usually sitting around and talking about random things. We have a very informal way of interacting with each other - less teacher-to-student, more friend-to-friend. We talk about the students, about friends and family, about all sorts of stuff I wouldn't talk about with just any old teacher.
I honestly think all areas of working together are going well. She may think differently, but she seems pretty darn fine with everything to me. We work well as a team when marking the students' work, because we almost always have the same opinions and takes on the work. Even when she is teaching we work together, because she often spells things wrong or may accidentally forget to mention something, or even when something needs further explaining - at these times I can butt in and help out, and I'm always thanked for it, so it must not be a bad thing. Whenever she needs an example made, or anything to be done, I'm there to help. This way things get done more efficiently, and sometimes more accurate because there is more than one person making sure it's all good.
I really can't think of any challenges that I am experiencing. Maybe one downside - that I can't take peer tutoring again!
As far as host teachers go, Ms Stanhope is probably the best. She teaches me lots, but she doesn't know it because it's a very indirect sort of teaching. I sort of learn by observing her, by using her as an example for how I should act and react towards students and other teachers. She plays a huge role in my development as a peer tutor, but more in my development towards becoming a teacher myself. Peer tutoring is just the first step!
During class, when she is not teaching, we are usually sitting around and talking about random things. We have a very informal way of interacting with each other - less teacher-to-student, more friend-to-friend. We talk about the students, about friends and family, about all sorts of stuff I wouldn't talk about with just any old teacher.
I honestly think all areas of working together are going well. She may think differently, but she seems pretty darn fine with everything to me. We work well as a team when marking the students' work, because we almost always have the same opinions and takes on the work. Even when she is teaching we work together, because she often spells things wrong or may accidentally forget to mention something, or even when something needs further explaining - at these times I can butt in and help out, and I'm always thanked for it, so it must not be a bad thing. Whenever she needs an example made, or anything to be done, I'm there to help. This way things get done more efficiently, and sometimes more accurate because there is more than one person making sure it's all good.
I really can't think of any challenges that I am experiencing. Maybe one downside - that I can't take peer tutoring again!
Supplementary Task 3
This is my grade nine art class working on their 'abstract sculpture' unit.
The assignment was to create a sculpture with no predefined form, out of pieces of cardboard in a random shape that got consecutively smaller. Each shape was separated and made into a level using 1sq inch pink foam blocks. The sculpture had to be a minimum of 20 cm high. When their armature was finished, they were told to completely cover it with plaster strips. Once the plaster had dried, they had to put a layer of Gesso over it, as a sort of primer, to fill all of the holes in the plaster and to make it easier to paint. After the layer of Gesso, the students had to paint the sculpture in a monochromatic colour scheme, using a logical application of gradation.
This is one of the students, trying very hard not to burst out laughing as I took her picture.
Worried that her sculpture would not be strong enough to take home, this student turned it upside down during the process of applying the plaster. It did not fall apart, but everyone, including Ms Stanhope, was laughing nervously when she threw it into the air.
Another wide shot of the class working on their sculptures.
Ms Stanhope, checking out some of the students' work.
Some of the guys, working diligently on their sculptures.
Art: It's a messy job, but someone's gotta do it! And these two did, very well.
Lastly, here's a closeup of the plaster application process. Some of the students hated the mess, but you could tell who the true artists were, because they were the ones who loved getting messy!
Supplementary Task 2
By: Laura Huber
Link: http://special-needs.families.com/blog/ten-tips-for-teen-peer-tutors
This article is focused on one-on-one peer tutoring with a student who may have a disability, but I think it also gives good advice to any type of peer tutor.
It shows you some of the most important actions a peer tutor should take to have the most effective bond with the student. It shows you how to be responsible, profession, and honest to any student in the class. It also gives you advice on how to be respectful, trusting, and trustworthy. Lastly, it tells you how not to abuse your power and how to make yourself a good example to others so they can all behave as well as you do.
This article is simple and straightforward with an appealing layout, so anyone can use it. It could help any type of peer tutor because its advice is general but specific enough to deal with the certain needs to any child or student. It easily taught me, and I think it could easily teach someone else in my position as well.
This site can't really influence my development as a peer tutor anymore, because it is the end of the year. But it CAN influence my potential future job as a teacher, by giving me good advice on how to deal with students who may have a disability.
Link: http://special-needs.families.com/blog/ten-tips-for-teen-peer-tutors
This article is focused on one-on-one peer tutoring with a student who may have a disability, but I think it also gives good advice to any type of peer tutor.
It shows you some of the most important actions a peer tutor should take to have the most effective bond with the student. It shows you how to be responsible, profession, and honest to any student in the class. It also gives you advice on how to be respectful, trusting, and trustworthy. Lastly, it tells you how not to abuse your power and how to make yourself a good example to others so they can all behave as well as you do.
This article is simple and straightforward with an appealing layout, so anyone can use it. It could help any type of peer tutor because its advice is general but specific enough to deal with the certain needs to any child or student. It easily taught me, and I think it could easily teach someone else in my position as well.
This site can't really influence my development as a peer tutor anymore, because it is the end of the year. But it CAN influence my potential future job as a teacher, by giving me good advice on how to deal with students who may have a disability.
Supplementary Task 1
By: Laura Huber
Two notable students I developed a positive relationship with are "Beth" and "Leah". My whole journal assignment was written about Leah, so that's just a bit of proof that I know her very well. Near the end of the semester I developed a positive relationship with "Joey", but we only interacted a few times to build this small but positive relationship - so I will be talking about Beth and Leah the most.
I knew Beth before I peer tutored this class, but not as well as I know her now. She is my best friends younger sister, so I always sort of thought she was annoying, but now I know different. She has become almost more of a friend to me than her older sister is!
I met Leah for the first time in this class. She rapidly became more of a friend than a student, because we related so much to each other and got along so well.
Both of these girls had a similar impact on me, but also different ones. They both made my semester a lot easier because I had someone to talk to in a way that did not have to be formal, teacher-to-student type conversation. This made me happy in many ways, but mainly just because I didn't have many other people in other classes to talk to, so it was nice to have a friend once in a while.
Beth had a positive impact on me because she helped me to connect to the rest of her family, who I don't get updated on very often. Every day I was able to hear news of how her sisters pregnancy was going, and after the baby was born, how the baby was doing and when I could find times to go over and visit.
Leah had a positive impact on me by being someone I could talk to about art-related things, who was interested in hearing what I had to say about art, and who was always willing to learn from me.
I knew for sure that I had a positive impact on both of these girls. They told me themselves, and I could also see it in how they developed throughout the semester. The end result made me extremely proud.
Beth told me that I had a positive impact on her because I was always giving her the best advice, unrelated to art. Without knowing it, I had been boosting her confidence and helping her get through her rough life at home and at school, by complimenting her and giving her advice based on my own experiences. I didn't know how much I had actually helped her until the end where she told me about something she was able to do that changed her life at home, all thanks to the confidence I gave her.
I could easily see the positive impact I had on Leah. All throughout the semester I was helping her to develop confidence in her work - letting her know that it was not inferior, that it was not the 'crap' she said it was. I told her that I saw great talent in her work, and I meant it. I could see that she really took it to heart, because nearing the end of the semester, she was finally starting to look at her art and tell me that she thought it wasn't that bad, and that she expected to her a fairly good mark on it. She got much, much better than a 'fairly good mark'.
Two notable students I developed a positive relationship with are "Beth" and "Leah". My whole journal assignment was written about Leah, so that's just a bit of proof that I know her very well. Near the end of the semester I developed a positive relationship with "Joey", but we only interacted a few times to build this small but positive relationship - so I will be talking about Beth and Leah the most.
I knew Beth before I peer tutored this class, but not as well as I know her now. She is my best friends younger sister, so I always sort of thought she was annoying, but now I know different. She has become almost more of a friend to me than her older sister is!
I met Leah for the first time in this class. She rapidly became more of a friend than a student, because we related so much to each other and got along so well.
Both of these girls had a similar impact on me, but also different ones. They both made my semester a lot easier because I had someone to talk to in a way that did not have to be formal, teacher-to-student type conversation. This made me happy in many ways, but mainly just because I didn't have many other people in other classes to talk to, so it was nice to have a friend once in a while.
Beth had a positive impact on me because she helped me to connect to the rest of her family, who I don't get updated on very often. Every day I was able to hear news of how her sisters pregnancy was going, and after the baby was born, how the baby was doing and when I could find times to go over and visit.
Leah had a positive impact on me by being someone I could talk to about art-related things, who was interested in hearing what I had to say about art, and who was always willing to learn from me.
I knew for sure that I had a positive impact on both of these girls. They told me themselves, and I could also see it in how they developed throughout the semester. The end result made me extremely proud.
Beth told me that I had a positive impact on her because I was always giving her the best advice, unrelated to art. Without knowing it, I had been boosting her confidence and helping her get through her rough life at home and at school, by complimenting her and giving her advice based on my own experiences. I didn't know how much I had actually helped her until the end where she told me about something she was able to do that changed her life at home, all thanks to the confidence I gave her.
I could easily see the positive impact I had on Leah. All throughout the semester I was helping her to develop confidence in her work - letting her know that it was not inferior, that it was not the 'crap' she said it was. I told her that I saw great talent in her work, and I meant it. I could see that she really took it to heart, because nearing the end of the semester, she was finally starting to look at her art and tell me that she thought it wasn't that bad, and that she expected to her a fairly good mark on it. She got much, much better than a 'fairly good mark'.
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