M12 REGULAR DISCUSSION
1. Watch the short clip (https://www.viddler.com/embed/80e530de/?f=1&player=arpeggio&secret=67608770) on teacher salaries and respect. (close captioned pending). (ignore the "submit answers' button on the companion website page; instead, respond here. If the McGraw Hill website is down, then improvise.. google the concept. (teacher salaries and respect).
A. How do you intend to deal with what your text calls the relatively low salary in teaching?
B. What would you write on a post-it note to articulate what you'd respond to anyone trying to discourage you from your career choice?
2. Your thought on this article (https://www.edutopia.org/blog/power-positive-phone-call-home-elena-aguilar?utm_source=facebook&utm_medium=socialflow) about a phone call to parents in terms of separating your working hours from your personal hours? You usually don't get paid for the personal hours you spend on work-related activities. (Not a "billable hour" like the legal profession practices).
M12 TRAINING DISCUSSION
Respond to 4 of them and explain why you DID NOT select the 4 you chose not to respond to. (Yes, I really am interested! Since these are all student written I hesitate to eliminate them, so am interested in which ones are more compelling to respond to, and why.)
1. Jack, my 11-year-old fifth-grade student has had a bad habit of continual run-on sentences in his speech. After days of repeated correction, he now has run-on paragraphs instead which need correcting. Within three days this has been corrected, all his O's are pronounced as ooos. Any suggestions?
2. While working with the student that I chose to do my tutoring with, I am constantly getting additional students by my side with similar difficulties. I usually allow them to work with us since my tutoring is done during class time. This brings me to about 2 to 4 students at one sitting sometimes. My student has a mental retardation diagnosis and is in a trainable mentally handicapped classroom. She has fairly good basic word attack skills. Her difficulty comes with uncommon phonetic blends and her retention ability. I can see in her face and her bodily movements that she is trying so hard to remember things that we go over. The weekly spelling words assigned by the classroom teacher fall often have uncommon phonetic blends or words that do not follow the standard rules of English. It just seems that this student would benefit more by learning sight words and their spelling. This teacher has to warm up to suggestions made. What are your suggestions?
3. I am in a classroom where the teacher is new and seems to be very focused on being the one in control. It is to a point where she has to be right and no one else is or will be. The most recent incident was a couple of days ago. The class was measuring a variety of items in the classroom using rules and yardsticks. Staff rotated helping all students. One student got confused when he was told to transfer his answers to the correct lines on the paper. One answer ended up wrong but instead of just telling him what to do to correct it, she made him do it over. This would have been fine but she screamed at him through the entire process, showing fierce anger and hatred in her facial expressions.
At the end of the day, as we were walking to our cars (we work together), I said "What is it that I can do to help you before you lose it with <> again?" Her response was "I dealt with him the way he needed to be dealt with. Three adults helped him!"
I said "But the yelling isn't right. " She cut me off and said, "Don't even go there!" This type of behavior is progressively getting worse. Your thoughts on what I should doand should I have even brought this up? Its not like Im an outsiderI work in the school and in the classroom,
4. scenario: what do I do if the teacher asks me that same day that the student can not do tutoring today because they will be doing a craft instead? Or somehow forget I am coming even though I have been coming every day. What happens when you have a lack of teacher participation when after all, I am providing free labor?
5. As a volunteer in a classroom who is tutoring students, who would you go to if you saw something that the teacher was doing that you didn't find appropriate. If you witness the teacher being rude to the students and yelling at them a lot, but never crossing the line and physically touching a student, just raising a voice and talking down to the children when it is completely uncalled for and there is no reason for the yelling. As a volunteer do you question the teacher, or do you talk to someone else about it? Or is this something that you should ignore because no one is getting hurt?
6. I am an Instructional Aide in a Special Day Class. I am also working towards a teaching credential. Because of the college classes, I am taking, I am able to help the teacher more than I should, because of my newly learned knowledge. Should I pretend I do not know what's going on, or should I do more than what I'm there to do?
7. Ok, so here is an interesting scenario: As a tutor, the assumption is that you will be able to assist the students in the subject they are learning. So what happens when you, as the tutor, do not know that much about the subject being taught? For instance, I am doing my tutoring in an eighth-grade science class. I know basic science, however, the teacher, as well as the students, are very advanced and are doing experiments and lessons that I have minimal knowledge about. When the kids ask me for help on a question, I end up feeling like an idiot and not really knowing what to tell them that will be helpful to them. The teacher is okay with me not knowing too much because she is happy to have any help in the classroom, however, I don't feel like a am really being a help to her. What to do?
8. During my tutoring training, I came across students that do not want to do their workIm thinking of one in particular. The teacher has gotten frustrated and would yell at her. She would only do her work if you sit beside her and would babysit her and help her while she does it. I have noticed that she does understand the material, but for some reason, she doesn't want to complete it. I would work one on one with her, explain the material over, do a couple of problems with her, and would walk away to work with other students. When I came back, she was still on the same problem, just staring at it. I asked her if she understands it and she would say "yes." So, I would tell her to do the problems, and work with her again on another problem. Then, I would leave her, and come back, and see that shes still on the same problem. Your thoughts on this-
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