My First Tutoring Session With Our Tutee Ryan Dang

My field experience lasted from Sept. 12, 2016 to Nov. 14, 2016; every Monday I had the incredible opportunity to come into the lives of about fifty students – one class of seventh grade English Language Arts (ELA) students that I spent most of the class period with, and one class of eighth grade ELA students that I spent the whole class period with. During my time with them, I assisted students during their tests and quizzes, helped their teacher with lessons on grammar and the English language, and together their teacher and I created a “Reading Club” for three male students in the eighth grade class who were reading at a first grade level.

Our tutoring program is a big success as it pairs NHS members with students who are struggling in certain subject areas. As scholarship is another pillar of NHS, our members take their schoolwork very seriously and they are some of the brightest students in their classes. This tutoring program allows them to give back to our Holmdel High School community by imparting some of their knowledge to struggling students. Their service and time does not go unnoticed as they often have to give up their free time during study hall, lunch, or even after school. One of my fondest memories while being a tutor was when I had to help a younger student study for an Algebra test. I was a bit nervous before our session that I wouldn’t be able to help her understand the subject matter, but we went through her review packet question by question and to my relief I was able to explain the material to her with ease and give her advice on how to solve them, as well as testing tips and strategies that she could use. After our session was over I was glad I was able to help her, but really didn’t think anything of it. I had kind of forgot about our tutoring session when two weeks later, the girl I tutored came up to me with a huge smile on her face telling me she got a 100 on her test and told me she couldn’t have done it without

To help increase Joe’s ability to read his writing aloud, the teacher can provide content instruction and timely feedback. In my strategies for Joe’s second goal I emphasized that “Students need to be able to connect the tasks of an assignment to their own

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

She started to write and she followed my instruction. I supported her in spelling and punctuation as well and I always reminded her capital letter after full stop. After 35 minutes she was

Below is a summary of the July 1 tutoring session. Let me know if you have any questions or comments.

Little did I know that it was a trip to a tutoring hall? I looked at her “surprise” as an offense. I was not so unfortified that I needed someone to help me, I thought. Although I was a bit naïve and put up an impressive show to shrug off going to the tutoring hall. In the long run, I came around and decided to give this aid a try. Later that day, it came to be that I was introduced to the most extraordinary people that I have ever met. Not only were they friendly, they assisted and heard my struggles, and provided actual useful techniques that I can easily get accustomed to. Within weeks, I was reading far better than I have ever been. I was writing and reading more than I usually did. The confused and jealous looks of my peers powered my desire to keep practicing my literal skills. Things carried on like this for a while throughout the year, we were given assignments, essays, book reviews, things of that sort; nothing I couldn’t handle. Around the end is where things got really interesting.

Needed to record the pages read and how the child progressed, any problems etc . I also needed to ask the child how they found our group reading session and colour code individual difficulty, Red, Amber, Green, Green been easy!

Ms. Felkins started out with their read aloud, The Odyssey. The students were focused, but occasionally would get carried away with unrelated questions. After read aloud, the students moved on to their word study lesson. Each student had words to cut out and sort. After they cut their words they had a worksheet and made sentences that incorporated their words. As the students were working, Ms. Felkins was walking around the classroom assisting the students if needed. While the other students were working, I individually worked with a student who recently started third grade. First, the student read a short story book to me, and I assisted her with any words or sounds she was struggling with. She practiced her numbers by matching one through

Consistent with classroom performance, testing indicates that Tyler is currently performing below grade level in reading and math. In the classroom setting, he shows difficulty processing information. Tyler’s teacher observes that he has trouble understanding concepts and learns at a slower rate. His performance is noted to improve when he is placed in a small group

This week’s meeting with my mentee David went very well. We discussed about the campus resources on school and talked about his academic standing in his classes. I felt pretty confident with campus resources because of previous experiences with my mentor. Also, I utilize the campus resources binder in the Prospect's office to gather more information about the different types of resources there is on campus. After talking about the different resources, we then walked to specific resources that would benefit David and learned more about it there.

I would explore possible career opportunities for Ryan to assess his level of self-motivation for his future career plans. After identifying his career goals, I would explain the importance of education as it relates to various careers and discuss possible options for tutoring services if Ryan felt it necessary.

Dan and I are scary similar, like tonight its 9:33 and I am still struggling to take a test and do my discussion. I get easily distracted and procrastinate and feel insecure about my abilities. As a learner I relate to the way it’s explain about how Dan is. My voices are a little louder than most. And what Dan and I need to work and organize of thought and behavior to be intentional leaners using our patterns working together to succeed. Dan’s scores S25, P18, TR30, C14, and mine is S18, P22, TR13, C23. Though my scores aren’t the same, I feel like they use my story and maned me Dan. In his case and mine we need to use sequence and precise and a little less confluence. And with my technical reasoning

Matt and I met today. We went over his classes and made sure that he knows the deadlines for his coming assignments. Thus far, Matt has made a good progress on most of his classes; however, PLB 115 is a class, for which Matt needs support. His current grade is 191.5/290 66.03% D. His next PLB 115 test is scheduled for Thursday, November 9th. Matt said he will be better prepared for this test than for his last one. I advise him to work with a tutor to prepare for this test; Matt said that he would.

The night before my first day as a teacher I was scared. It was something totally different for me; it was something I had never done before. Yes, I have made some microteachings at the university, but that was not the same as been in an actual classroom with kids observing you and waiting for you to teach them something. In my head, there were questions such as What am I going to do? What should I tell to the kids? Is this how it is supposed to be done?