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Educating Our System
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Educating Our Sysytem

Hey y’all! Cristie here again! Just wanted to say that today has been such an eventful day! Jess and I went over to start our Service Learning Project at Century Community Charter School and boy was it a blast! 11 hours went by so quickly! Here’s a few pictures of the things we did throughout the day!

Pictures in order of appearance:

  1. Crafts w/ kids
  2. Tutoring at the Better Bears Program
  3. Participating in a Teacher Meeting
  4. Skits w/ History class
  5. Tons of Science Experiments (Bubbles, Rocket Testing, and Pig Dissection)

Skill

While im doing this project, im learning how to change and create a lesson plan for elementary school students. Its kind of hard changing the lesson to make it easier for the students to understand the idea that the lesson brings. I feel that students have different cultural experience and the tricky part is how to incorporate some experiences with the students. Each student has lived a different life and have experienced different things while growing up in their community. Finding one or a couple of ideas that the students can grasp while helping the student learn mathematics.

What’s Happening Now?

Hey there Tumblr!

As far as my service-learning project goes, today was a rewarding day! I got the confirmation from Roseana from Reading Partners @ William Green Elementary School to continue on with our service-learning proposal. This Friday will be our first check-in day; drawing the line between what can and cannot be done with the kids during their tutoring hours. We will begin to start associating with staff and asking whether we can or cannot take pictures with and around the kids, and what exactly they want out of the experience we will be providing them with.

Throughout this process of contacting and finalizing I learned how exactly to communicate directly and follow up with people you want to work with. Especially in the field of education, it is important to let people know exactly what you want to get done and how exactly you’ll go about doing so. Roseana was so kind and helpful in this process and I can’t wait to work with her soon!

Pictures are on their way!

Arizona

I always imagined, what if culturally relevant teaching was i applied in school. That is the one thing that i thought. Arizona has already applies culturally relevant courses, but what if not just Arizona, also other states? I just thought of this while doing lessons.

Fun

Its fun doing these lessons and finding another way to teach these lessons while incorporating culturally relevance in the lesson… Its a fun way to teach math..

Easy..

Creating these lessons are not that bad. All i need is to find a way to incorporate what that students experience first, then ill be golden

Work..

At first, i thought i would be easy making math lessons for children and incorporating culturally relevant in the lesson, but i found a road block. Each student experiences different things in their life and how do i find what they experienced and incorporate that into the lesson. Also, how do i find something that happened to the student and put that in the lesson… Hmm…

The SAT is a scam. It has been around for 50 years. It has never measured anything. And it continues to measure nothing. And the whole game is that everybody who does well on it, is so delighted by their good fortune that they don’t want to attack it. And they are the people in charge. Because of course, the way you get to be in charge is by having high test scores. So it’s this terrific kind of rolling scam that every so often, somebody sort of looks and says—well, you know, does it measure intelligence? No. Does it predict college grades? No. Does it tell you how much you learned in high school? No. Does it predict life happiness or life success in any measure? No. It’s measuring nothing.

John Katzman, founder of The Princeton Review

(source)

To  get a deeper understanding of the income achievement gap, I interviewed  Ms. Kelsick, currently the 11th grade English teacher at Environmental Charter High School (ECHS) and Dr. Taylor, the principal of ECHS, who both have worked with students who come from low- communities. Ms. Kelsick had a first experience working with students that lived in poverty in her previous job as an English teacher in a public school in the South of the Bronx. It had been her first teaching experience; working with low-income students was very difficult because of the effects of poverty (lack of motivation, chronic tardiness, display of inappropriate behavior, dangerous environments) keeping students behind academically. Ms. Kelsick understood where these students were coming from. Living in South of the Bronx known, as the poorest neighborhood in New York was not easy. She approached this situation by meeting halfway with the student. Since most students were not up to 5 grade levels behind from where they were required to be she tried to still give them easier reading material that would still give them a challenge and making them read out loud. Ms. Kelsick paid attention to the needs of the students, such as her proven dedication to help the students despite the obstacles she faced in this environment. She noticed the improvements her students made in their writing and reading skills and tests. She worked there for 5 years and now currently is a teacher in ECHS. Dr. Taylor has been working in ECHS for 12 years. She talked about how ECHS has given equal access to resources to all students regardless of their racial and economical background. ECHS is a small learning community; it makes it easier to make sure all students’ needs are met. All students have a period for advisory where students meet with their teacher mentors who check the students’ progress and are there to provide any help that is needed. Dr. Taylor also talked about problems with funding that low-income communities face. Schools in low-income communities are not given much more funds than schools in high-income communities. These schools in low-income communities lack the funding to keep afterschool programs that are richening to students. Dr. Taylor said that there is new laws that are coming in effect that will give funds to schools based on need. Perhaps this will have a positive effect to students in those learning environments.
Interviewing both Ms. Kelsick and Dr. Taylor was helpful because I learned things other than statistics on my topic. They gave me insight and reinforced that creating a tutoring/mentoring program would be helpful for students. Most of the things I picked up are that students in low-income communities have more needs that need to be attended to due to obstacles they face. They need a more personalized approach in helping them, which I want to do for the tutoring service we are creating. 
Creating this mentor/tutoring program will give students in low-income communities the resources and opportunity to gain skills that will be beneficial for when they enter higher education. Hopefully. My colleagues and I inspire others to follow in our footsteps and keep our tutoring programs going and keep improving it. I learned that offering my time to students who are struggling academically could have an impact. Poverty is not easy task to find a solution to but we must tackle this issue part by part. Education is the way out of the vicious cycle of poverty. Helping these students know how important it is to help them will send them the message that education is important and something they should try to strive in.

To  get a deeper understanding of the income achievement gap, I interviewed  Ms. Kelsick, currently the 11th grade English teacher at Environmental Charter High School (ECHS) and Dr. Taylor, the principal of ECHS, who both have worked with students who come from low- communities. Ms. Kelsick had a first experience working with students that lived in poverty in her previous job as an English teacher in a public school in the South of the Bronx. It had been her first teaching experience; working with low-income students was very difficult because of the effects of poverty (lack of motivation, chronic tardiness, display of inappropriate behavior, dangerous environments) keeping students behind academically. Ms. Kelsick understood where these students were coming from. Living in South of the Bronx known, as the poorest neighborhood in New York was not easy. She approached this situation by meeting halfway with the student. Since most students were not up to 5 grade levels behind from where they were required to be she tried to still give them easier reading material that would still give them a challenge and making them read out loud. Ms. Kelsick paid attention to the needs of the students, such as her proven dedication to help the students despite the obstacles she faced in this environment. She noticed the improvements her students made in their writing and reading skills and tests. She worked there for 5 years and now currently is a teacher in ECHS. Dr. Taylor has been working in ECHS for 12 years. She talked about how ECHS has given equal access to resources to all students regardless of their racial and economical background. ECHS is a small learning community; it makes it easier to make sure all students’ needs are met. All students have a period for advisory where students meet with their teacher mentors who check the students’ progress and are there to provide any help that is needed. Dr. Taylor also talked about problems with funding that low-income communities face. Schools in low-income communities are not given much more funds than schools in high-income communities. These schools in low-income communities lack the funding to keep afterschool programs that are richening to students. Dr. Taylor said that there is new laws that are coming in effect that will give funds to schools based on need. Perhaps this will have a positive effect to students in those learning environments.

Interviewing both Ms. Kelsick and Dr. Taylor was helpful because I learned things other than statistics on my topic. They gave me insight and reinforced that creating a tutoring/mentoring program would be helpful for students. Most of the things I picked up are that students in low-income communities have more needs that need to be attended to due to obstacles they face. They need a more personalized approach in helping them, which I want to do for the tutoring service we are creating. 

Creating this mentor/tutoring program will give students in low-income communities the resources and opportunity to gain skills that will be beneficial for when they enter higher education. Hopefully. My colleagues and I inspire others to follow in our footsteps and keep our tutoring programs going and keep improving it. I learned that offering my time to students who are struggling academically could have an impact. Poverty is not easy task to find a solution to but we must tackle this issue part by part. Education is the way out of the vicious cycle of poverty. Helping these students know how important it is to help them will send them the message that education is important and something they should try to strive in.