Tutored Student Reflection

Every summer between 7th grade and my freshman year of college, I would volunteer at a local summer program. This consisted of helping the teachers come up with lesson plans, activities, and games to play. During my last two years, I gained more responsibilities as the “Head Leader in Training” and managed the other volunteers, while designating tasks and responsibilities. I continued working with and coming up with activities during undergrad through the organization Project Literacy. After going over the lessons with the students, we would have a group activity or play a variety of sports with them. Working with children

Over the course of high school, I have engaged in my community in various ways. For one, I have donated my time volunteering for health-related organizations that promote good causes, such as the “Heart Walk” for the American Heart Association and the Alzheimer's Walk. Over the summer of 2017, I assisted nurses in maternal fetal medicine with clerical work through the VolunTeen program

Since my time at Sparks Elementary I have only been able to observe two routines that my mentor teacher has done with the other 3rd grade teacher’s. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day get’s started. The teachers then instruct the student’s to set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the student’s have set there belonging’s down, the teacher’s line up the students in the middle of the common area, where the student’s will be lead to their special’s classes like Music, P.E and Art. While the student’s part take in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the student’s enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the permithian board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

I've done a lot of volunteering work at my school working with the teachers’ kids . Looking after them

First, I have volunteered with Junior Achievement in 2015 and 2016 for a kindergarten class. I had the pleasure of teaching the 5 to 6-year-olds about saving and spending money and the positive effects of giving to others. I also volunteer at a Sunday School for children with disabilities, I have worked with children with Autism, Intellectual Disabilities, Attention-Deficit/Hyperactivity Disorder,

While in college, I served as the Assistant Director for the Tutoring and Mentoring Committee. This allowed me to volunteer in

I began volunteering in underserved communities when I was twelve years old. The experiences I amassed working with children’s programs, food banks, and community-development organizations between sixth grade and graduation cultivated my desire to work with at-risk communities long term. I desired to provide holistic care to patients in these areas. As a result, I determined to augment my science education at the University of Oklahoma with medical humanities and Spanish studies, volunteering, and service

Tutoring these courses including six other biology and chemistry courses, highlights my proficiency in this competency.I acquired this competency by completing over 10 laboratory sections for different sciences course, including physics, biology, and chemistry. As a paramedic instructor, I also have experience conducting laboratory skill stations for students. These laboratory stations consist of a variety of procedure and assessment

I also became a public education volunteer for Macular Degeneration with the Bright Focus Foundation. Macular Degeneration is a condition which affects millions of people on a yearly basis. I wanted to help create awareness of this condition and distributed pamphlets and brochures to public areas and doctor’s offices, in the hope of making a difference in someone’s life. I volunteered with the Georgia Lions Lighthouse eye glass recycling project, where I read the prescriptions of used glasses on a lensometer and packed them into cases, so that they could be shipped to third world or developing countries where people required eye glasses. I also started working as an optometric technician and eyecare advisor at a doctor of optometry’s practice situated inside

Bethel University has provided unlimited resources to help their students succeed. The internet has a wealth of scholarly websites to help too. Our APC/Orientation taught us about finding good sources to utilize and which ones to stay away from. The plan is in place, now it is up to us to succeed.

In December of 2014 I was given the opportunity to tutor second and third graders at Jonathan Elementary School. Once a week, for five weeks, I would assist Mrs. _?__ with her students in Math. Throughout tutoring, it was her goal for her students to meet the standards of the class and to catch up with the other students. This became my goal too, and I wanted to help her achieve this. Each week, Mrs ? would review the material with the students and afterwards split them into two groups. It was my responsibility to work with one of the groups by going in depth and providing example questions. Not only did I learn from her techniques, I also knew what her expectations were. It was challenging starting out since in other volunteer roles, my

The beginning of the term was really slow. For the first few weeks I didn’t have any students to tutor. So, I utilized this down time to observe the ways in which some of the graduate students’ tutor while in the writing lab. I primarily viewed Celeste and Christie’s sessions and while watching them tutor, I observed how they handled different situations and I took notes to keep track of what I learned. Some of the most common questions I noticed were about sentence structure, grammar, and how to create a thesis. And Celeste and Christie went about answering students’ questions in a very calm and calculated way. Seeing how other tutors operate served to be a productive method of learning back during fall term and it provided insight during

I tutored and mentored pre-college, first generation, disabled and minority students to increase retention and graduation rates. I motivated them to seek to be useful contributors to society and to embrace the work needed to achieve those goals. In graduate school, I served as a reader and assistant to a legally blind graduate student, a humbling experience that inspired me to be an optometrist engaging in research to improve treatment options for all patients. I have also served in various leadership roles like the President of the biology club where I was given the unique opportunity to be a role- model and foster positive relationships with different people.

My lesson was based upon the spelling words for the week. I enlarged the letters of each word i.e: make.