Let’s Learn About Colors:

 

Primary Colors: Are colors that cannot be mixed from any other colors. These are: Red, Yellow, and Blue

Secondary: Are colors that are made when two Primary colors are mixed together to make another color. For Example:

Red +Yellow=Orange, Red + Blue=Violet, Yellow + Blue=Green

Tertiary Colors: Are colors that are made when one primary color and one secondary color are combined. For Example:

Red + Violet= Red-Violet, Red + Orange= Red-Orange,

Yellow + Orange= Red-Orange, Yellow + Green= Yellow-Green,

Blue + Violet= Blue-Violet, Blue + Green=Blue-Green

Color Schemes:

Triad: Colors that are spaced equally apart on the color wheel. For example: Blue, Yellow, and Red; Blue-Green, Yellow-Orange, and Red-Violet; Green, Orange, and Violet; Yellow-Green, Red-Orange, and Blue-Violet.

Analogous: Colors that are adjacent to each other on the color wheel. For Example: Yellow, Yellow-Green, and Yellow-Orange; Orange, Yellow-Orange, and Red-Orange; Red, Red-orange, and Red-violet; Violet, Red-violet, and Blue-violet: Blue, Blue-violet, and Blue-Green; Green, Blue-green, and Yellow-green.

Split-Complimentary: Using one color and the two colors on either side of its complimentary color. For example: Yellow, Red-violet, and Blue-violet; Yellow-orange, violet, and blue; Orange, Blue-violet, and Blue-green; Red-orange, blue, and green; Red, Blue-green, and Yellow-green; Red-violet, Green, and Yellow; Violet, Yellow-green, and Yellow-orange; Blue-violet, Yellow, and Orange; Blue, Yellow-orange, and Red-orange; Blue-green, orange, and red; Green, Red-orange, Red-violet; Yellow-green, red, and violet.

Monochromatic: Using any shade (adds black) or tint (adds white) of one color.

Intensity/saturation: The brightness or dullness of a color.

Warm colors: Include: yellow, yellow-orange, orange, red-orange, red, and red-violet

Cool colors: Include: yellow-green, green, blue-green, blue, blue-violet, and violet.

 

Mary Hovey

Dr. Cochrane

Music 218

23 May 2006

 

Class Observation

McKinnley Elementary-Mrs. Ashley

 

            I had the privilege to observe Mrs. Ashley’s 1^st, 3^rd, and two 5^th Grade music classes. All of her classes waited patiently outside for Mrs. Ashley to come and get them. She explained to them that she had set up risers in her classroom in order for the older classes to practice for their upcoming performances. She established rules for the risers before they entered the class room. They were not to touch or climb on them unless she gave them permission to do so.

Each student in each class had a place in a circle on the floor. Right away in each class Mrs. Ashley called role (singing each student’s name and having them sing “I’m here” as a response). She moved quickly through her lessons, not giving time for disruptions. She had reward based discipline, using positive reinforcement and peer involvement. I found that this worked well for all of her classes. Her rules were clearly posted at the front of her class room.

She took extra time in reviewing all new material. She reviewed beats, echo, and tested the fifth graders on dynamics. (See attached test) She also gave great eye contact, and afforded equal time for each of her students. She chooses songs for her class that each student had an opportunity to participate in. There was one who did not want to sing in her first grade class. She addressed him by giving him the option of coming back to him after. When she returned to give him another turn, he chose to participate.

Each of the students seemed to have a wonderful time in Mrs. Ashley’s class. She kept control with her classes, reminding them of her rules and addressing problems that needed to be addressed right away. Each child had an opportunity to participate and was expected to do so. Her lessons were both educational as well as fun. When it dawned on me that I wanted to teach, I began watching other educators and taking from them things that I would like to use in my class room one day. I have gathered an abundance of knowledge from Mrs. Ashley. I can only hope to apply her structure, excitement, and passion for subject, to my own class one day.

                                                                                             

Lesson

Mary Hovey

Dr. Cochrane

Music 218

23 May 2006

 

Student Teaching

McKinnley Elementary-Mrs. Ashley’s 1^st Grade

 

            I have to admit, I was extremely nervous about student teaching in Mrs. Ashley’s class. She is such an awesome teacher, and this leaves no room for improvement. I chose to teach rest, which her class had never had, I was excited to introduce something new, because there would have been no way to come close to teaching something as good as Mrs. Ashley.

            Her students seemed to understand the concept of rest. When we started to sing “She’ll be coming round the Mountain”, one of the students wanted to talk to me about Power Rangers. I found it hard to move on out of fear of excluding him from the lesson. I did however have to move along telling him how I too liked the Power Rangers, but we had to move along in order to get to both songs. This did work as he kept on participating.

            The students seemed to like the movements and sounds that went along with the song. They enjoyed the permission to use their outside voices and to act silly. There were a couple of boys that would stop instead of walking in the circle. This caused a problem when the other students had to stop walking also. I gave them a look and motioned for them to keep moving and the problem was solved.

When we moved on to “Old McDonald” there were a group of three boys that wanted to talk amongst themselves.  I told them that I would go on when they were ready. They quieted down quickly. The phrase that I use “One, two, three, eyes on me,” seemed to work well also. I established rules right off and that seemed to help.

After we were done singing, Mrs. Ashley went over her observations with me. (see attached) I was relieved and grateful for her input. Overall it was a great experience. It helped reaffirm why I chose to become a teacher.  

 

Mary Hovey

Math 121

Journal

September 21, 2005

 

Grade Level Observed:  4^th – 6^th grades

Class/School: Mrs. Willis/ Grace Baptist Academy

 

Activities Observed: Multiplication, Long Addition, Metric System, Measurements of Capacity, Dry Measurements, English Measures of Weight, Converting Measurements, and Factoring, including the use of factoring trees, and GCF.

 

At the beginning of class Mrs. Willis started with multiplication tables with all grade levels. She used group drills. The boys then girls would stand in repetition doing their multiplication tables 1-7. Next, each row would stand in repetition doing multiplication tables 8-12. Finally, each of the multiplication tables (1-12) were repeated by the group as a whole. I enjoyed how much the class got into their multiplication tables. By simple repetition the students were learning. I found out later that this was done before each math lesson, each day.

 

            Next, the students moved on to long addition. To the fourth grade this was a new concept. To the fifth and sixth graders this was a review for them. Mrs. Willis began by working problems that she had written on the board. She explained to the students that long addition was done the same as with short addition, simply by breaking down the problem from right to left and keeping answers lined up and remembering to carry numbers when need be. She had the students look at the problem being worked and when she pointed to the numbers they added it up together. The students worked quickly challenging them to think of answers quickly. One problem was as follows:

              

   906,895                    **Students as a group worked quickly to find the answer.

   559,378

   478,903

   888,395

 +178,867

 3,012438           

 

            After log addition, all students moved on to Measurements. Mrs. Willis held up a poster and the students went over each measurement conversion. This also was learned through repetition. When all measurements were said, the fourth graders moved on to their seatwork. Their seatwork consisted of what they had just reviewed (long addition, measurements, and multiplication problems up to 12.

 

            While the fourth graders completed their seatwork, the fifth and sixth graders went on to go over their Metric System. Mrs. Willis held up another chart that contained the Metric System. As a group they repeated the metric system. Then along with the fourth graders they went over a chart containing Measures of Capacity, Metric Units of Capacity, Dry measurements, and English Measures of Weight. The key to their learning was repetition. Each of the above lessons was repeated each day in order for them to become memorized for all future use.

 

            All students then moved on to their seatwork. While working, Mrs. Willis took turns with each of the classes and gave them speed drills. The fourth grade went first. They had three minutes to complete problems containing measurements, addition, subtraction, and multiplication facts. At the end of the drill, students traded papers and checked as Mrs. Willis called out the answers. Then the papers were handed in to Mrs. Willis.

 

            Mrs. Willis then introduced measurement conversion to her classes. She introduced steps that would help the students to convert one form of measurement to another. The steps were:

 

1.      Put a line under the measurement answer.

2.      Bring down the number that is the same as the answer (oz/oz)

3.      Find the special number (how many oz in lbs)

 

**Remember when converting from a larger measurement, you must multiply; when converting a smaller measurement to a larger measurement you must divide.

 

            She had her fourth graders go to the board where they were to apply the rules to a problem she had written on the board. The problem was:

 

24 in = _______ ft (because they were converting from a smaller measurement to a larger measurement, they needed to divide. The steps were followed:

 

1. divide
2. 12 in = 1 ft (bring down the same number as the answer)
3. place the answer in the blank space (24 divided by 12= 2 feet)

 

  To review the measurement conversion chart Mrs. Willis had the students repeat them with her. Mrs. Willis moved quickly, spoke sternly, and questioned her students to think of each and every step of conversion. When this was done the fourth graders began putting their new learned skills to work by completing a measurement conversion worksheet.

 

            The fifth and sixth grade proceeded to play a multiplication flashcard game. They stood in two rows, equally divided. Mrs. Willis then held up multiplication flash cards to the first students on each row, and the student that answered first would win the card. Those two students then moved to the end of their rows. If the two students got the answer wrong or took too long in answering, Mrs. Willis would have the rest of the class repeat the problem and say the answer together. At the end of the game Mrs. Willis had the students count the cards that each team had by threes. (3,6,9,12,15…) I thought that this was a nice way of incorporating different forms of math together in a fun way of learning. It challenged the students to think and answer quickly. She showed them the factoring tree. Example:

 

                                                36

 

2        x  18

 

2        x       2  x  9

 

       2   x          2  x  3   x    3

2 x 2 x 3 x 3 = 36

* numbers must be put in order from smallest to largest.

 

Using this technique Mrs. Willis also taught the sixth graders that by finding the prime numbers of a pair or more of numbers that they could then learn how to find the GCF of those given numbers. 

 

            I found Mrs. Willis to be a very motivating teacher. She was encouraging to her students, all the while challenging them to learn and think quickly for the answers. I learned how excited students that are motivated can become if they are encouraged. I also learned that repetition is important as well as the importance of continually making math fun.

 

Mary Hovey

Math 121

Journal

September 23, 2005

 

Grade Level Observed:  4^th – 6^th grades

Class/School: Mrs. Willis/ Grace Baptist Academy

 

Activities Observed: Multiplication, Division, Addition, Subtraction, Measurements, Roman Numerals, and Use of the Factoring Tree to determine LCM

 

The students started off going over their multiplication problems. They did as they had before, the boys then girls would stand in repetition doing their multiplication tables 1-7. Next, each row would stand in repetition doing multiplication tables 8-12. Finally, each of the multiplication tables (1-12) was repeated by the group as a whole. I enjoyed how much the class got into their multiplication tables. Next the students moved on to the measurement charts, reviewing them together.

 

After this was done the fourth and fifth grades were given seatwork problems to do. Their seat work consisted of addition, subtraction, multiplication, division, Roman Numerals, and measurement conversion. I had the chance of helping students with their  questions about their seatwork. I enjoyed this part of it. I liked seeing the look on the student’s faces when the understood what I was telling them about the problem they were working. I also checked their work and when the answer was wrong I was able to go over the problem with them until they understood it.

 

While the fourth and fifth graders were doing their seatwork, Mrs. Willis began to teach the 6^th graders the rules of finding the LCM between two numbers. Example:

 9 and 12

 

Rules:

                                                         1.    L (list prime factors)

2.      C (contest-which one has the greatest numbers)

3.      M (multiply each number from the contest)

 

9                                                                                                                    12

 

                  3  x   3                                                    2  x  6

           

2        x  2 x  3

1. List the prime factors (in lowest to highest order): 2 x 2 x 3  and 3 x 3
2. Contest -9 has two 3’s and 12 has two 2’s
3. Multiply each number from the contest- 2 x 2 x 3 x 3 = 36

 

This was a wonderful learning experience. I was able to observe and to toutor. I also learned the tricks/rules for LCM.

 

Mary Hovey

Math 121

Journal

September 23, 2005

 

Grade Level Observed:  1^st  – 3^rd  grades

Class/School: Miss Valkus/ Grace Baptist Academy

 

Activities Observed: Addition and subtraction using the missing numbers method, and patterns (colors and shapes)

 

I was able to tutor four different students. Miss Valkus had been working with her students doing addition and subtraction using the missing number method.

 

The first student that I worked with was Seth. Seth is in the first grade. I had Seth pick out and name several different shapes. He picked out squares, triangles, and rectangles. I had Seth count the sides of each. We then added up all of the sides of all of the shapes.  Next, I wrote out several different problems for Seth; they were similar to these:

 

                              3                     4                 *I did this by giving Seth Popsicle sticks and                                                                           having him count them out in order to find

                                                     4                    the missing numbers.

+      5             +____              +____           

        7                    8

 

The next student that I worked with was Preston. Preston is also in the first grade. We did the same activities as I had done with Seth. I was also able to work with Preston using different colors and patterns. He enjoyed putting similar shapes together as well as similar colors together. I then had him make several different patterns. This took some time for him but he was finally able to see what came next in the sequence.

 

After Preston I was able to work with Christina. Christina is in the second grade. Miss Valkus was particularly worried about Christina getting her seatwork done from the day before. Her seat work consisted of addition, subtraction, and money. I worked through Christina’s work with her. I had Christina use popsicle sticks and play vehicles to count out her math problems. She seemed to do well doing this. She understood things better when she saw them in front of her.

 

Finally, I was able to work with Matthew. Matthew is a first grader. He seemed to excel with the missing numbers, so I decided to work with him on patterns. I had several different shapes and colors, and would arrange them in a pattern. I would then ask him what was next in the pattern. He enjoyed this very much.

 

I had fun finding different ways of teaching the same things to different children. It is important to find out what makes a child learn. To know what tools are needed to teach is important.

Mary Hovey

Math 121

Journal

September 26, 2005

 

Grade Level Observed:  4^th   – 6^th   grades

Class/School: Mrs. Willis/ Grace Baptist Academy

 

Activities Observed: Multiplication tables, division, and checking seat work

 

The students started off math class by reciting their multiplication tables. They also went over their measurement charts. Also students are working on division problems. I helped Mrs. Willis check student’s seatwork answering questions when need be.

 

I found that when Mrs. Willis had the students do their multiplication and division tables she listened carefully and when she heard a mistake she stopped them and as a class she went over the problem with them again.

 

On this particular day Mrs. Willis had me work with a student named Robert. He was having trouble with his seatwork which included multiplication and division. I noticed that Robert was good at multiplication but when it came time to apply his knowledge to division he was having a problem. I went over with him the steps in division. Example:

 

1.      Divide

2.      Multiply

3.      Subtract

4.      Compare

5.      Bring Down

By showing him the steps and making sure that he made his work neat, Robert was better able to do division.

 

I enjoy helping this particular class as they are eager to learn. I learned that it is important to look over a student’s work and make them aware of watching for careless mistakes.

 

Mary Hovey

Math 121

Journal

September 30, 2005

 

Grade Level Observed:  4^th   – 6^th   grades

Class/School: Mrs. Willis/ Grace Baptist Academy

 

Activities Observed: Fractions, averages, addition, subtraction, multiplication, division, and place value

 

Once again Mrs. Willis started off math class with group repetition. This time however she had her students do something different. She would hold up flash cards and ask a question like: Who has a cat? All of the students with cats would stand and give the answer for the problem on the flash card. I liked this because it showed how well the students could think. Not only were they focused on listening to their teacher and the question she was asking, but they also looked at the flash cards and think of the answers.

 

After the drills, the students played around the world with division. Students would stand side by side of each other’s desk. The student that answered the problem would move on to the next person’s desk and the one that answered incorrectly would sit in the desk that they were standing next to. This was a fun game. The children were challenged and tried hard to answer quickly.

 

Next, the students were shown place value cards. Each student took turns as Mrs. Willis called out a number they were asked to give its place value. She would also call out the place value and ask students for the number that held that place value. I found this to be a great learning skill as the students were asked to look at the same number in different ways.

 

Mrs. Willis called each class to the board to go over new lessons for the day. The 4^th graders were working on averages. An example of this was:

 

Average Price:

Steps:

1. find the sum of all numbers
2. count the add-ins
3. divide the sum by the number of add-ins

EX:

  $  1.25

  $  2.05

  $  2.50

  $  3.35

  $  1.15

+$  2.00

  $12.30 divided by 6 = $ 2.05

The 5^th thru 6^th graders worked on adding and subtracting fractions.  For example:

 

   5 elevenths                                          5 elevenths                                      

 + 3 elevenths                                      + 3 elevenths

   8 elevenths                                          2 elevenths

 

     5                                                                 5

    11                                                                11

     3                                                                 3

+  11                                                             -  11

     8                                                                 2

    11                                                                11

 

Mrs. Willis also explained the students that they could also add and subtract fractions with different denominators. They simply had to find the LCM of each of the denominators in the problem. Then multiply the numerator by how many times that the original denominator can divide into the LCM. For example:

 

      3           8

      8           24

      1            6

      4           24

      2           16

 +   3           24

        31  (next simplify by dividing 31 by 24) =  1  7/24

        24

 

I learned several techniques about teaching place values and also how to explain fractions. It was especially fun to watch the students do their drills in different ways.

 

I was able to help students with their seatwork and with any questions they had.

 

Mary Hovey

Math 121

Journal

September 30, 2005

 

Grade Level Observed:  1^st    – 3^rd    grades

Class/School: Miss Valkus/ Grace Baptist Academy

 

Activities Observed: Addition, subtractions, patterns, and before and after numbers

 

I first worked with Matthew grade 1. We worked on addition, and subtraction problems using the add-in and take-away methods with car manipulatives.  Next we rolled a pair of dice and I would ask Matthew to add or subtract the numbers on the dice. Then after Matthew rolled the dice I had him tell me what the before and after numbers were on each dice. Finally, Matthew and I worked with the different sizes and states to make patterns.

 

After working with Matthew I followed the same exercises as I had done with Preston a first grader. I also had Preston count his numbers by 2’s and 3’s.

 

Both first graders seemed to do well with the dice game. I challenged them to work quickly, and think quickly. Preston had trouble at first counting by 3’s but soon got the hang of it.

 

I learned a new way of addition and subtraction drills. By using the dice, the children were encouraged to think about their answers quickly.

 

Mary Hovey

Math 121

Journal

October 21, 2005

 

Grade Level Observed:  1^st    – 3^rd    grades

Class/School: Miss Valkus/ Grace Baptist Academy

 

Activities Observed: Fractions, Carrying numbers in addition, Measurements, Addition, and Subtraction (using matching, take-away, and add-ins)

 

I first worked with Bryce who is a second grader. Miss Valkus asked that I work with him on learning fractions. We worked on both ¼ and ½ of given sets. I placed objects on the table and asked Bryce to show my ½ of them. Then I had Bryce show me what ½ half of what was left was. Next, I explained that ¼ of a set or an item equals ½ of ½. We worked on this until I could get him to just give me ¼ of the set. Next, we worked on how to carry numbers when doing addition. I explained to him about place value. We worked problems together. I reminded him that he needed to keep his numbers straight so that he would not mix up his adding. Bryce seemed to understand the problems.

 

Next, I helped Libby with her seatwork. Libby is in the 1^st grade. We worked addition and subtraction problems. I had her use the add-in and take away method using manipulatives. Libby had fun seeing how problems were worked using these methods.

 

Reagan is also in the 1^st grade. I also worked with him on his seatwork as I had with Libby. It seemed as if he was having trouble with adding on to numbers by starting on the greater number. Example:

 

5+6= 6,7,8,9,10,11; 5+6=11

 

We worked on this method until he understood it.

 

Matthew, also a 1^st grader worked with me on addition and subtraction problems. I used popsicle sticks, also with the add-in and take-away methods. Matthew did very well with these methods. I enjoyed watching the look on his face when he got it.

 

Seth, also a 1^st grader, worked on addition and subtraction seatwork. We used the add-in and take-away methods using popsicle sticks. Seth does well with these methods, but second guesses himself a lot. I then brought out the dice and had him do addition and subtraction quickly so that he would have no time for second guessing. I then sent home with him, popsicle sticks for practice, and told him to try to practice working quickly through his addition and subtraction tables. Seth also needed help with before and after counting by 10’s. For Example:

10  20  30

80  90  100 

Next, I worked with Preston. He also is in the 1^st grade. Once again I used the add-in and take-away method with him. Because he completed these so quickly, I had him work the same problems using the matching method of subtraction. I would have him pair up popsicle sticks in two separate groups until there were no more in the one of the groups. Then I asked him, “how many are left?” Preston enjoyed this method. I told him that I wanted him to see the different ways that subtraction could be worked.

 

Christina is in the 2^nd grade. I worked with Christina on several word problems that she was having trouble with. I told her to look for key words and underline them. For example:

 

If you have nine green trains and six blue trains, How many more green trains do you have than blue? 9 – 6 = 3

 

I showed her an example of this problem using some train toys that I had. Christina is a very visual student. She did very well once she broke the problems down and laid them out using the trains.

 

Robbie is also a second grader that was having problems with greater than, less than, and equal to. I drew a picture of an alligator’s mouth, and explained to her that the alligator was hungry and wanted to eat the larger amount. She liked that example and did very well with it. I then worked with Robbie on figuring out ¼ of a given item. I placed several objects on the table and had her take away ½ of them, and then ½ away from the remaining items. I explained to her that ¼ = ½ of ½. We repeated this until I had her show me what ¼ was without taking the ½ away first.

 

Miss Valkus then had me go over the 3^rd grader’s seat work with them. Their seat work contained addition, subtraction (borrowing), multiplication (missing number), division (missing numbers), Roman Numerals and time in 15 minute intervals. As a class we went over the papers together and stopped on the ones that a student had trouble with. Then I worked with the 3^rd graders using the dice game and multiplication. They really got into the game. I had them raise their hands as soon as they knew the answer, then had the whole group say the problem and the answer together.

 

I learned how to get the students to think quickly and not to second guess themselves. I enjoyed going over seatwork with the 3^rd graders and going over with them the things they had missed.

 

Mary Hovey

Math 121

Journal

October 21, 2005

 

Grade Level Observed:  4^th   – 6^th    grades

Class/School: Mrs. Willis/ Grace Baptist Academy

 

Activities Observed: Addition (carrying), Subtraction (borrowing), Multiplication (2 and 3 digits), Division, Measurements, Place value,  Roman Numerals, and averages.

 

Mrs. Willis started her class with drills. She had the students do multiplication, division, and measurement drills. She also did place value drills. The students did well with their drills.

 

Next, Mrs. Willis assigned seatwork for all of them. I was able to answer questions from the students, and check their work to make sure that it was done correctly. I handed the papers back to the students that missed an answer and had them rework it, answering any questions that they had.

 

Some of the problems that I went over were:  (4^th graders)

2 digit Multiplication:

                        476

                        x 53

                        1428

                 +   23800    

                      25228

3 digit Multiplication:

                        832

                    x  142  

                       1664

                     33280

                   +83200

                   118144

Multiplying money:

            $ 3.95

            x    15

              1975

           + 3950

          $ 59.25

Division Problems with remainders:

            3062 divided by 47 = 65 r 7

 

I enjoyed this class because I could explain holding place value in Multiplication problems. I learned how to the students how they needed to keep their work neat so that they would not get their problem mixed up.

Mary Hovey

Math 121

Journal

October 21, 2005

 

Grade Level Observed:  4^th   – 6^th    grades

Class/School: Mrs. Willis/ Grace Baptist Academy

 

Activities Observed: Addition (carrying), Subtraction (borrowing), Multiplication, Division, Measurements, Place value, Roman Numerals, and averages.

 

Mrs. Willis started off her math class with her drills. The class did multiplication, division, measurements, place values, and steps to division.

 

The students in the 3^rd grade worked a problem at the board that showed them how to carry when they had an addition problem. Then they were given seat work with addition (carrying), subtraction, measurements, place value, and averages. I helped students with questions and checked papers, handing back the ones that needed more work.

 

The students in the 5^th grade had seatwork that contained Subtraction, Multiplication, division, measurements, place value, and Roman Numerals. I helped with student questions, checked papers, and handed back papers that needed more work. Mrs. Willis also introduced a method of casting out nines. This method was used to check work done. I found the method interesting but hard to understand.

 

The students in the 6^th grade worked on Roman Numerals, Place value, word problems, measurements, and Subtraction. I helped the students with questions, checked papers, and handed back papers that needed extra work.

 

I was able to work with 2 students that were having problems with their seat work. First, was Robert. He had trouble with converting Roman Numerals to numbers, and numbers to Roman Numerals. We talked about how 4 is 1 before 5 (IV); and 9 is 1 before 10 (IX). We went over all of the special numbers to look for. Robert took a while to understand how to read the Roman Numerals, but once he could recognize the special numbers he got it.

 

Next, I worked with Felicia in the 4^th grade. Felicia was having problems with addition (carrying) and Subtraction (borrowing). I had Felicia work several problems and noticed that her problem came in messy work. I showed and explained to Felicia about place value in carrying over in addition. She was able to make her work neater and carry over the right numbers and get the answers right.

 

I learned that you sometimes have to really dig to see what a student’s real problem is when they make a mistake in trying to come up with answers. Once you find the problems you can point them out to the student so that they can change them.

 

 

Mary Hovey

Intro. Study of Language

Hersh

7 February 2006

9:15-10:15 (1hr)

 

Journal Entry

 

I am working with three students that are in the Pre-K 3 year old program at Grace Baptist Academy. They have all started school late and need extra help catching up to the rest of their class in phonics. Their names are Cameron, Reece, and Samantha. Reece and Samantha are brother and sister.

Cameron:

            Cameron is a shy little boy. He seems to enjoy learning. Cameron is hesitant about giving his answers. It is as if he is worried about getting the answer wrong. He mouths the letter before he says it.

            Cameron knows or recognizes his vowels and knows most of their sounds. He will still need practice. Mrs. Malone has said that she has sent home flash cards for Cameron and his parents to practice.

            The way that I work with Cameron is to go over his vowels and their sounds. The way that Grace’s curriculum (ABEKA) is set up is based on the use of phonics. Here are some examples: Capital A, little a, a says [ ae…ae..ae] as in apple, a says [ae…ae..ae];

Capital E, little e. e says [ …  … …] as in elephant; Capital I little i, i says [I…I…I] as in Indian i says [I…I…I]; Capital O little o, o says [aw…aw…aw] as in ostrich; Capital U little u, u says [  …  …  ] as in umbrella.

            When I would say the sound of the vowels he could pick the correct letter and tell me what the vowel was every time. Next I asked him for the sound of the vowel when I pointed to the letter. He had trouble with this the first two times and then started answering correctly.

When we went through the other letters in the alphabet (the consonants) he only recognized “Cc and Kk”.

            Another observation with Cameron is that when he reached the letter “Kk”, he would say [te]. Here is an example of our dialogue:

Me: What letter is this Cameron? (Showing the letter “Kk”)

Cameron: [te]

Me: “K”

Cameron: [te]

Me: that’s right “K”

Cameron: [te] is for kite

***this is an example of correction response***

 

            Cameron needs to continue to practice his vowel recognition and sounds. He also needs to practice his consonant recognition. I will recommend that he practice this at home with his parents. This will be helpful so that he is able to catch up to his other classmates.

Reece:

            Reece recognizes all of his vowels right away. He did however have trouble with the letter “Aa” and its sound [ae].

            When I gave Reece the sound of the vowels, and asked him to point to the letter that makes the sound that I was saying, he did so correctly every time. When I pointed to the vowel and I asked him for the sound of the vowel, he showed trouble with “Aa” and its sound, only answering it correctly after three times.

            Next, we reviewed the consonants. Reece knew only: Rr, Kk, Ss, Zz, Xx, and Dd. Reece needs to continue to practice the vowel sounds and all letter recognition. I recommended that Reece continue to practice at home.

Samantha:

            Samantha recognized all of her vowels but has trouble with sounding out the sounds that they make. She tends to say [h] or [  ] for everything. Eventually she did get the sound right, but only after five or six times. The two vowels that she has continuous trouble with were “Ee” and “Ii”.

            When I would say the sounds of the vowel and ask Samantha to point to the vowel that made that sound, she had trouble. The second time we repeated this she got all correct except for “Ii” and “Ee”.

            Next I pointed to the letter and asked Samantha to tell me the sound of that letter. She knew all but “Ii” and “Ee” substituting [te] for them both. Eventually, she got them all correct.

            We then reviewed her consonant recognition. Samantha did extremely well. She knew all of her consonants with the exception of “Vv” and “Ww”. Samantha has wonderful letter recognition, but needs to practice the sounds of those letters.

I recommended that Samantha practice her sounding out of her letters.

Mary Hovey

Intro. Study of Language

Hersh

9 February 2006

9:00-10:00 (1hr)

 

Journal Entry

 

Reece:

            Today I reviewed with Reece his vowels. I first showed the vowels to Reece and asked him to tell me both the letter and sound of each. For all of the vowels, Reece knew both letters and sounds. Next, I put the vowel flash cards in a straight row horizontally. I then gave Reece the sounds of the vowels and asked him to pull the card down that had the correct letter on it that matched the sound I gave. Reece did a great job. He did have trouble with “Oo” and “Uu”.

            Finally, we reviewed the consonant flash cards. Reece correctly identified “Cc”, “Ff”, “Ll”, “Rr”, “Ss”, “Xx”, and “Zz”. Previously he knew only: Rr, Kk, Ss, Zz, Xx, and Dd.

Samantha:

            I started out working with Samantha on her vowels. She knew both the letter and sounds of Aa and Oo, and only recognized the letters Ee, Ii, and Uu but not their sounds. It took her three times to get their sounds correct. Next, I put the vowel flash cards in a straight row horizontally. I then gave Samantha the sounds of the vowels and asked her to pull the card down that had the correct letter on it that matched the sound I gave. She got Aa and Oo the first time but it took her three times to get the rest of the vowels correct.

Finally, we reviewed the consonant flash cards. Samantha recognized all of the letters except for Jj and Yy. I recommended that Samantha continue to practice the sounds of her letters. Previously she did not recognize Vv and Ww and had trouble with her sounds.

Cameron:

            Today I reviewed with Cameron his vowels. I first showed the vowels to Cameron and asked him to tell me both the letter and sound of each. Cameron only knew both the letter and sound of Oo. It took him a second time to get the letter and sound of the rest of the vowels. Next, I put the vowel flash cards in a straight row horizontally. I then gave Cameron the sounds of the vowels and asked him to pull the card down that had the correct letter on it that matched the sound I gave. Cameron did a great job with the letters Ee and Oo. He did have trouble with Uu, Aa, and Ii only getting them right on the third time. I recommend that Cameron practice recognition and sounds of Aa, and sounds of Ii and Uu. Last time Cameron needed help with all of his vowels.

Mary Hovey

Intro. Study of Language

Hersh

13 February 2006

9:00-10:00 (1hr)

 

Journal

Samantha:

 

Today I tried a game with Samantha. She is so cheerful; I thought it might be good for her. We first started by flipping cards over. Still working on vowels, I turned all of the vowels face up on the table. I told Samantha that I would give her the sound of the letter and she would turn the card with that letter over as quickly as she could. Samantha did well with this. She got every vowel correct the first time with the exceptions of Ee and Ii. These vowels she picked correctly on the second round.

            The next game we played was the pull down game. I once again turned the vowel letter cards face up on the table. I said the vowel and asked Samantha to pull the card toward her that had the sound of the letter that I said. Samantha did not miss one. The last thing that I worked with Samantha on was letter recognition. I showed her all of the alphabet cards and asked her for the letter and the sound of each. She recognized each letter and their sounds. She did take a little time giving an answer on Ii and Ee. It seemed when she hesitated, she would say [y..].

Cameron:

            The games went well with Samantha. I thought that I would try the same with Cameron and Reece. Cameron did well with the flip game. He recognized all of the letters the first time with the exception of Ii. He did however get Ii on the second try.

            With the card pull down game, Cameron answered correctly every time. He is a smart child. One thing I have noticed is that he hesitates before he gives an answer. He seems to mouth the answer before he answers. The only one that I noticed him having trouble with was Ii.

            When I showed Cameron the letter cards, the only letters he recognized were thee vowels that we had just reviewed and Kk. For Kk however, he says “tay”. He has trouble pronouncing Kk and its sound. Because of the similar sound of the letter Cc he pronounces his name [taemer..n].

Reece:

            I played the same games with Reece. He answered all correct except Aa. He could neither recognize the letter Aa or tell me its sound. I also showed him the rest of the alphabet cards, and he missed all but the vowels and Ss, Rr, and Tt.

Mary Hovey

Intro. Study of Language

Hersh

16 February 2006

9:00-10:00 (1hr)

Samantha:

            Today Mrs. Malone, Samantha’s teacher asked me if I thought that she were ready to start reading the readers. These are little readers that form sentences with the use of letters learned, where the child uses special sounds to read. I told Mrs. Malone that I thought that Samantha liked to be challenged and I thought that she could do the readers.

            The first book that I introduced Samantha to was called, “Old McDonald’s Farm”. At first she had trouble putting the sounds together, but then excelled. Samantha was so excited to read on her own. After she read a page (one sentence), we reviewed what it said again. I wanted her to read, but also to understand and relate what she had read to what was going on in the picture shown on that same page.

Reece and Cameron:

            Mrs. Malone also asked me about Reece and Cameron, and if I thought that they could read the same readers as Samantha. I told her that my main concern was that neither boy could recognize all of the letters of the alphabet. The boys are behind Samantha in their skill levels. This reminded me of something that I had heard of in PSYC class. It said that Boys develop slower than girls.

            The ABEKA program offers smaller level readers, for children who have a hard time with letter recognition. They are books 1-9. These books review letters already covered (starting with vowels) and introduces two new letters per book. Then, the book introduces special sounds with the new letter and a vowel. An example of this is: ca says [kae]. Then the reader moves on to words made with those special sounds (i.e. cat, can, cap). The higher numbered readers have, on the last page of the reader, a sentence using letters that have been introduced in previous readers. Both boys will benefit from these readers. They are not ready to move on and this will help them to move on at their own pace.

            For each child, I went home and made book marks for each book. On the back of the book marks, I put a place for parents to initial after reviewing the book with their child. I think that their parents will have to help with review if their child is to catch up with the other children of the class.

Mary Hovey

Intro. Study of Language

Hersh

9 March 2006

9:00-10:00 (1hr)

Samantha:

 

            Today I worked with Samantha on her first reader. We read “Old McDonald” There were nine pages. We were able to read all of the pages. Samantha was able to sound out the words. All of the words were simple words, most were three letter words. I sent this book home for her to practice her reading, and sharpen her skills. We also moved on to a new reader “Tip”.

Cameron:

 

            Today I reviewed book 2 with Cameron. We reviewed pages 1-9 and I felt as if Cameron was more confident. He seemed excited to work and recognized all of the letters that we had previously covered. I sent book 2 home so that he could practice at home. He was able to move on to book 3.

Reece:

 

            Reece worked on book 2. We were able to review all of the pages. He matched vowels with pictures. (Example: pig, dog, cat, duck, hen) He recognized all of his vowels as well as Mm, Rr, (new letters in book 2) as well as special sound “mi” [mI]. I sent book 2 home for Reece to practice. He moved on to book 3.

Mary Hovey

Intro. Study of Language

Hersh

7 March 2006

9:00-10:00 (1hr)

Cameron:

 

            Today I only worked with Cameron. Reece and Samantha were absent. Cameron worked on pages 2 and 3 of book 2. Page 2 gave the vowel and asked which animal had the vowel’s special sound in it. The examples given were: Pig, Dog, Cat, Duck, and Hen. Cameron did well recognizing both the letters and their special sounds. The next letter that we went over was Mm. Cameron did very well. He seemed tired, but, he participated and tried hard. I am sending book 2 home for more practice.

Mary Hovey

Intro. Study of Language

Hersh

14 March 2006

9:00-10:00 (1hr)

Samantha:

 

            Today Samantha, who has now informed me that I should call her “Sam”, reviewed her reader “Tip”. She is doing very well with her reading. The only exception is that she says “ja” or [j..] for Gg, and […g…] for Uu. Because “Sam” did so well with “Tip” I sent home the next reader “Gus” for her to read and practice at home. She is doing well with her reading and I can tell that she is proud of herself. She says that she is practicing at home with her parents.

Reece:

 

            We reviewed books 2 and 3. Reece did well, but needs practice Bb and Tt. He wanted them to be Hh. Other than those letters, Reece is progressing very well. I can tell that his parents are working with him at home. I sent home book 4 for Reece and his parents to look over it. We did review book 4 first and he did well.

Cameron:

I worked with Cameron to complete books 2 and 3. We will start work on book 4 next time we meet. He did well but seemed to hesitate today. He had trouble with Rr, Ss, Bb, and Tt. I asked Cameron if he had practiced his reading with his mom or dad and he said that his dad told him he did not have time. This is very upsetting because Cameron is falling behind the other students. He seems to want to learn but it has been a slow process. His parents are planning to send him to Kindergarten next year. I think that Cameron is not ready and would benefit greatly from another year in Pre-K.

Mary Hovey

Intro. Study of Language

Hersh

16 March 2006

9:00-10:00 (1hr)

Samantha:

            Today I worked with Samantha on a new reader “Gus”. She did very well. I talked to Mrs. Malone about how well Samantha was doing. She said that Samantha had caught up with her class mates and was ready to move in to a regular reading group. I was sad because this meant that I would no longer tutor her, but, I am very proud of her for working hard and moving on.

Reece:

 

            Today I worked with Reece on reviewing book 4 and 5. I am also sending book 5 home for Reece to practice. I found that today Reece was having a hard time staying focused. He has been fighting a cold and I think that this may be a reason for his lack of concentration. Reece needs practice with Bb, Pp, and Gg.

Cameron:

 

            Cameron finished book today. We practiced book 5 today, and I sent it home for Cameron to practice. I am hesitant about sending any more books home with Cameron because his parents are not working with him and they never send his books back so that we can review them. I have had to use Reece’s books for reviews. Cameron needs help with Hh, Bb, Ff, and Tt.

Mary Hovey

Intro. Study of Language

Hersh

21 March 2006

9:00-10:00 (1hr)

Cameron:

 

            Today I have decided not to send any more books home with Cameron. His parents are not returning the books back to school or they will send the wrong book back to school. Cameron desperately needs help with letter and sound recognition. If Cameron’s parents will not help him at home, than they need to return hi to Pre-K next year. I think that because Cameron is a big kid, they see him as ready, but they are not looking at his maturity level and his ability to stay focused and learn the basics. I feel as if they are pushing the process, but are not wiling to help.

            Cameron and I worked on Book 6 today. He was having a bad day. He missed Ii, Ff, Hh, Bb, Ss, Ll, and Tt. He has missed letters that he got right before. I also observed that Cameron is saying [tae] for [kae].

Reece:

 

            Today I worked on book 6 with Reece. He did great. The oly letters that he has trouble with are Gg and Bb. He has really been practicing and will be able to move on to “Old McDonald” readers soon.

Mary Hovey

Intro. Study of Language

Hersh

21 March 2006

9:00-10:00 (1hr)

Cameron:

            Today I wanted to see how much Cameron had been practicing his alphabet at home. I worked with him with the alphabet cards. We went through and I asked him to just tell me the letter. Cameron missed: Bb, Dd, Ff, Hh, Jj, Ll, Nn, Qq, Ss, Tt, Vv, Ww, and Yy. Cameron missed a significant amount of letters telling me that he is probably not getting practice at home. He did however do so much better than when I started working with him. This tells me he is making progress. I still believe he would do better staying in Pre-K as he will be that much ahead, in turn building up his confidence. Cameron is a perfectionist and it bothers him to answer incorrectly.

Reece:

 

            I worked with Reece today on Book 6. He is having a better time concentrating. He only missed Gg and Bb. I have noticed that Gg is a hrd letter for Reece to learn. I am going to work harder with him. I drew out the letter Gg using dashes and asked Reece to trace it. After working with him he could both recognize the letter Gg and tell me its sound.

Mary Hovey

Intro. Study of Language

Hersh

6 April 2006

9:00-10:00 (1hr)

Cameron:

            Cameron worked on Book 7. He practiced recognizing his letters. I noticed that Cameron recognizes the letters as the picture that it represents (i.e. Cc instead of saying Cc he says “cat”). I will say however that Cameron did well today. He seemed excited to learn. He recognized more letters and sounds today.

Reece:

            Today we reviewed Book 7. Reece did well. He recognized all of the previous letters that we worked on before. He did have trouble with the new letters introduced (Kk and Nn). He mixes up Kk with Hh and Nn with Mm. I can see how he mixes these up. Kk and Hh have a slight similarity in appearance as does Nn and Mm.

            I found out today that Reece is returning to Pre-K next year. I am glad for him as he is still young and will excel because he is doing well already. I just wish Cameron’s parents would do the same.

Mary Hovey

Intro. Study of Language

Hersh

11 April 2006

9:00-10:00 (1hr)

Cameron:

            Today Mrs. Malone had me work on a worksheet with Cameron. The worksheet dealt with vowels. The worksheet had a picture on it. On the picture, were vowels. Cameron was to color areas of the picture according to the letter in that area. (a-blue, e-red, i-orange,

o-violet, and u-brown). Cameron did a great job. He recognized every vowel and its sound. Next, we reviewed Book 7. I was so excited to see Cameron put words together. He had never done this without help.

Reece:

            Today Mrs. Malone had me work with Reece on the same worksheet as Cameron. The worksheet dealt with vowels. The worksheet had a picture on it. On the picture, were vowels. Reece was to color areas of the picture according to the letter in that area. (a-blue, e-red, i-orange, o-violet, and u-brown). Reece did well recognizing all of his vowels. Next we worked on Book 7. He did an excellent job.

Mary Hovey

Intro. Study of Language

Hersh

13 April 2006

9:00-10:00 (1hr)

Cameron:

            Today I was only able to work with Cameron. Reece was absent. I worked with Cameron on a writing paper. He had to write his full name. He is extremely precise. He writes beautifully, but takes a very long time. If he made the slightest error he would erase and start over again. I tried several times to encourage him to move on, but he could not unless he got it right.

            Next, we moved on to Book 8. He seemed anxious and fidgety. Reading went slow at first, but soon Cameron did well after he warmed up. We read through Book 8 twice and will review it again on Tuesday and then move on to Book 9.

Mary Hovey

Intro. Study of Language

Hersh

17 April 2006

9:00-10:00 (1hr)

Cameron:

            Cameron and I worked on worksheets. First, he had a writing paper. He was to write the word “tub”. When I told him that he needed to change one letter (he had “tud” instead of “tub”) he did not want to. Finally, I convinced him to change it. I knew however that it was going to be a long session. Cameron was not interested in doing any work.

            The next work sheet he had to complete was a picture/ word match page. The page had several pictures with 2 words under them. Cameron had to circle the correct word that corresponded to the above picture. For example:

Cat        Cup

            At first, Cameron struggled with the words. I reminded him to look at the vowels and to sound them out. This seemed to help him as he had no more problems. Finally, we worked on Book 9. Cameron had done so well before. Today he was not interested and it showed. He did not know Jj, Nn, Dd, and Kk. This convinced me even more that Cameron is being pushed too fast. It is almost as if he was tired or just burnt out.

Reece:

            Reece and I worked on three work sheets. The first two were the same kind of worksheets as Cameron had done (see above). They had pictures on them and Reece had to circle the correct word that described the picture above it. Reece got all of the words correct on both papers. Next, he had to read a word ladder. The words were: cut, dim, pot, jog, and rip. He read them well, only having trouble with jog as he had trouble with the j and g.

            Next, we moved on to Book 9. We first reviewed all of the letters that we had covered before. He got all correct except Kk which he called Hh. Next, the book introduced the letter Yy. He was able to recognize both the letter and its sound. Reece is doing extremely well. He was fidgety today and it took him a while to answer, and once in a while he would have to tell me a little story. I had to try to keep him in focus. I do think that the whole reading thing has finally clicked in for Reece. He will excel next year in Pre-K as he will be further along than others.

            Today is my last day to journal. I do plan to continue helping Cameron and Reece until the end of the school year. I am hoping to help Cameron prepare for Kindergarten. I know that unless his family works with him, he will fall behind next year. I hope that they will.

Mary Hovey

Intro. Study of Language

Hersh

17 April 2006

Reflection Paper

            I have enjoyed working with all three children. It was sad but exiting to see Samantha catch up to her class mates in her class. She was excited as well. The part I have always looked forward to the most in teaching young children is to see that preverbal light bulb go off in their heads when they have mastered a learning skill for the first time. To be a part of their experience is a true privilege.

            I saw this reaction not only with Samantha, but also with Reece and Cameron. Reece seems to beam when he reads a word. Cameron had that one week at the end, that he had a look of “I’ve got it”. Cameron knows certain letters and some small words. His face is happy when he notices them.

            Reece has loved putting sounds together in order to form words. He still likes to be a normal 4 year old boy. He likes to have fun, not listen, and tell long stories.  We still managed somehow to complete his reading assignments. He is a great kid and will do extremely well returning to Pre-K next school year.

            Cameron has made real progress in recognizing his alphabet. He has a long way to go. Mrs. Malone and I have both agreed that he would be better off repeating Pre-K next year. He would excel. His confidence level would be boosted. Ultimately, it is his parents choice for him to enroll in Kindergarten. They will be told by Mrs. Malone that Cameron needs practice in order to move on to the next level.

            I have enjoyed looking at the levels that have been reached by all three of these children. They have learned key points for reading. The formation of language and its many levels is exciting to watch, especially in children. I have learned about language development in children. It plays an important role in the development of individual speech.           

                                                                                                            Mary Hovey

Intro. Study of Language

Hersh

20 April 2006

(9:00-10:00 1 hr.)

Cameron:

            Today I had Cameron review his alphabet again. I just wanted to see his progress. This is probably not a good day to do this because he is not in the mood to do anything. I was surprised though. He knew all but these letters: Cc (which is surprising because he has been writing his name…but when I asked for the letters’ name, he said Cc was Cameron), Dd, Ff, Hh, Jj, Ll, Qq. Tt, Vv, Ww, Xx, Yy. (12 out of 26-pretty good for not knowing any at the beginning)

            Next, Cameron and I worked on Book 9 as review. Cameron does not want to do much. He is yawning non-stop. We covered page 1 which is letter review. He is getting so disinterested, missing letters that he previously got right during alphabet review. I tried to move on to the new letter, but realized that if I pushed Cameron, he might loose interest quickly in all reading. I decided instead to let him tell me a story about his new kite. After he was done I said “ok lets go back to class…kite, KK says [k..k…k] as in kite.” Cameron started to laugh.

Reece:

            Today Reece and I went over Book 9. He did all of the pages. I then became curious as to if he could start reading in the “Old McDonald” readers. He did not do well. I think a lot of this has to do with his cheerful, chatty, disposition. We then worked on Book 10. This is the last book in this set. Cameron did well. I am very impressed with all of his progress. He will excel in Pre-K next year.

 

Mary Hovey

Math

Journal

September 12, 2006

 

Grade Level Observed:  8^th grade

Class/School: Mrs. Austin/ Grace Baptist Academy

 

Activities Observed: Multiplication, Addition, Metric System, Measurements of Capacity, Dry Measurements, English Measures of Weight, Converting Measurements, and Factoring, and long division with remainders; Algebra I.

 

At the beginning of class Mrs. Austin started with multiplication tables.  And flash cards. She used repetition doing their multiplication tables. Next, She did addition, division, and fractional flash cards. I enjoyed how much the class got into their multiplication tables and other flash card games. By simple repetition the students were learning. I found out later that this was done before each math lesson, each day.

            Next, the students moved on to long division with remainders. Mrs. Austin began by working problems that she had written on the board. She explained to the students that long division was done the same as with short division, simply by breaking down the problem, and keeping answers lined up and remembering to divide, multiply, subtract, and bring down when need be. She had the students look at the problem being worked and when she pointed to the numbers they worked it together. The students worked quickly challenging them to think of answers quickly.             

            After log division, the students moved on to working problems from their book on the board. Mrs. Austin had them explain how they got the answer that they did, step by step. This had them visualize how to work their problems. This helped to learn through repetition.

            The students then moved on to their seatwork. Mrs. Austin then had them do a speed drill. They had three minutes to complete problems containing addition, subtraction, and multiplication facts. At the end of the drill, students traded papers and checked as Mrs. Austin called out the answers.

            I found Mrs. Austin to be a very motivating teacher. She was encouraging to her students, all the while challenging them to learn and think quickly for the answers. I learned how excited students that are motivated can become if they are encouraged. I also learned that repetition is important as well as the importance of continually making math fun.

Mary Hovey

Math

Journal

September 14, 2006

 

Grade Level Observed:  8^th grade

Class/School: Mrs. Austin/ Grace Baptist Academy

 

Activities Observed: Multiplication, Division, Addition, Subtraction, Measurements, Roman Numerals, Long division, and fractions.

 

The students started off going over their multiplication problems. Mrs. Austin went over all the flash cards as she had before along with Roman Numeral flash cards and fractional flash cards. Next the students moved on to the measurement charts, reviewing them together.

After this was done they were given seatwork problems to do. Their seat work consisted of addition, subtraction, multiplication, division, Roman Numerals, and measurement conversion. Mrs. Austin went over their homework from the previous night. She asked if they had a question on their homework. Next they had a speed drill that reviewed all of the problems that they just reviewed.

She then worked those problems that were missed on the board. Then she had the students work problem on the board and explain the steps that they took to get their answers.

Mrs. Austin then assigned their homework problems for that night.

Mary Hovey

Math

Journal

November 14, 2006

 

Grade Level Observed:  8th grade

Class/School: Miss Austin/ Grace Baptist Academy

 

Activities Observed: Multiplication, Division, Addition, Subtraction, Measurements, Roman Numerals, Long division, and fractions as well as converting decimals to fractions and fractions to decimals.

 

The students started off going over their multiplication problems. Mrs. Austin went over all the flash cards as she had before along with Roman Numeral flash cards and fractional flash cards. Next the students moved on to the measurement charts, reviewing them together. Finally they worked on flash cards that helped them how to as convert decimals to fractions and fractions to decimals.

After this was done they were given seatwork problems to do. Their seat work consisted of addition, subtraction, multiplication, division, Roman Numerals, and measurement conversion, as well as converting fractions to decimals to fractions and decimals to fractions.

Mrs. Austin went over their homework from the previous night. She asked if they had a question on their homework. Next they had a speed drill that reviewed all of the problems that they just reviewed. She then worked those problems that were missed on the board. Then she had the students work problem on the board and explain the steps that they took to get their answers.

Mrs. Austin then assigned their homework problems for that night.

Mary Hovey

Math

Journal

November 16, 2006

 

Grade Level Observed:  8^th   grade

Class/School: Mrs. Austin/ Grace Baptist Academy

 

Activities Observed: Multiplication, Division, Addition, Subtraction, Measurements, Roman Numerals, Long division, and fractions as well as converting decimals to fractions and fractions to decimals.

 

The students started off math class by reciting their multiplication tables. They also went over their measurement charts. Also students are working on division problems, and their flash cards as they had done in the previous classes.

I found that when Mrs. Austin had the students do their multiplication and division tables she listened carefully and when she heard a mistake she stopped them and as a class she went over the problem with them again.

After this was done they were given seatwork problems to do. Their seat work consisted of multiplication, division, and measurement conversion, as well as converting fractions to decimals to fractions and decimals to fractions.

Mrs. Austin went over their homework from the previous night. She asked if they had a question on their homework. Next they had a speed drill that reviewed all of the problems that they just reviewed. She then worked those problems that were missed on the board. Then she had the students work problem on the board and explain the steps that they took to get their answers.

Mrs. Austin then assigned their homework problems for that night.

Mary Hovey

Math

Journal

November 10, 2006

 

Grade Level Tortured:  7^th   grade

Student/School: Shelbi Allen/Grace Baptist Academy

 

Activities reviewed: Fractions, addition, subtraction, multiplication, division, place value, and geometry word problems.

 

            Shelbi is a student in the 7^th grade at Grace Baptist academy. We started off going over her work that she had done that week in Geometry. I wanted to make sure that we were able to work together to fine tune her skills that she had covered in school.

            She had been working fast skilled word problems. We reviewed the word problems that she had been assigned for homework. She was having a little bit of trouble determining how to interpret the sentences. I told her that she needed to separate the sentence and break it down. I also told her to underline the amounts and key phrases.

            We went through her homework and rewrote them in a notebook, and broke them down and underlined them. Next, I had her write out all of the definite of the sentences. We did this and then began to work them.

            She seemed to do well after she broke everything up and look at the key words. To take a break from this I found that her text had “Mind Boggler” sections. These were little sections that had the reader think about problems. She liked these and I also thought that they were wonderful.

            Finally, to show her that word problems could be fun, I found a cross-“word”/numbers problem in our lab book and copied it for her. I had her do it while I timed her. She really liked the challenge and even asked me to copy the puzzle so that she could race her dad and mom.

***All examples are attached.

Mary Hovey

Math

Journal

November 11, 2006

 

Grade Level Tortured:  7^th   grade

Student/School: Shelbi Allen/Grace Baptist Academy

 

Activities reviewed: Fractions, addition, subtraction, multiplication, division, place value, and geometry problems.

 

            Shelbi reviewed her homework for geometry. She had problem that had to do with lines, points, segments and angles. She did well with this subject, but had a hard time with understanding the names for the basic geometric figures. I had her review the figure definitions, and we made flashcards so that she had a tool to study at home.

            The next project that we went over, were polygons. We talked about how to tell them apart by how many sides that they had. I drew them out and quizzed her on each. We then reviewed how to tell which were regular and which were irregular. This seemed to be a fun section for her as she did very well.

We then reviewed the names for angles, and what a vertex is. Finally, she and I went over a few more “Mind Boggler” pages in her book.

****See attached

Mary Hovey

Math

Journal

November 15, 2005

 

Grade Level Tortured:  7^th   grade

Student/School: Shelbi Allen/Grace Baptist Academy

 

Activities reviewed: Fractions, addition, subtraction, multiplication, division, place value, and geometry problems.

 

In the final session that I had with Shelbi, we reviewed her homework problems. Her class was on the section that had them determine how long a side of a triangle was by using subtraction, and they also had to determine what the names were for different triangles.  I reminded her that a triangle was 180 degrees and in order to find the answers she had to add the two sides that she knew, and then subtract that total from 180.

I had Shelbi once again make flash cards for the triangles. She liked this because I had her write words that world help her to remember the triangles. I think that if she pickes out the key words that would help her remember, she would do better. 

Next, we reviewed everything that she had gone over in class. Finally we moved on to her homework, and for fun I let her work a few “Mind Boggler” problems. She seems to like those a lot.

**See attached for her work on the mind boggler.

 

Hovey 1

 

Mary Hovey

 

Professor Robison

English 299

1 July 2005

The Similarities of Children Span the Continents

It is amazing to me that I went to Central Europe with the intention of learning about its rich History. I did in fact come away with a better understanding and appreciation of the History. What became interesting to me however was not simply the History of a place, but the similarity of Central Europe’s Children to that of those here in the United States. It is true that there are cultural as well as language differences, but many mannerisms of children both past and present, are the same. The way children laugh the way children whisper about the opposite sex, their wonderful playful innocence about life is refreshing no matter what continent you may choose to call home.

In order to explain the similarities of the children, I must first tell you a little of my experience with children. My three children range in age from thirteen to five. Though I have traveled before, this would be the first time I had traveled for an extended period of time away from my five year old. My major is Education, and I spent last year teaching three year olds. I have always enjoyed working with children and love to be around my children and their friends.  I have substituted on many occasions for many grade levels, served as a coach, on a school board, and been director of Vacation Bible School. I might have thought my interest would be drawn to the children of Europe, though that was not where my original point of interest lay.

 

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On several occasions I had the chance to observe the children of Central Europe. Many times my attention was drawn to them simply because of my missing my own children. This also

made me prone to observe their mannerisms, and to seek out the opportunities that were there for children who lived in Central Europe.  I wanted to learn what type of education system there was

for the children. I wanted to know what family life was like for them. I also wanted to know what they liked to do for fun. I was interested because I guess I wanted to see a little of my children in them to help ease my loneliness for them.

The first time that the children of Central Europe drew my attention was our first day of touring in Prague. There were many tourists in the town square. Among them were multiple groups of students. Each group was led by a teacher or maybe a tour guide. They were followed by many guardians urging them to follow along, pay attention to the History lesson, or telling them to stop playing around. The children laughed, played, and stared in amazement at the crowds, the tall buildings, and merchants. At the noon hour teachers called their groups to the Atomic clock in the square. At noon when the clock began to chime and characters began to pop in and out of doors as if to greet the crowds below, the children pointed in joy and wonder at the show above. Once the clock had completed its show, the teachers once again called for the attention of their students and hustled them away for their next lesson. I watched as they went remembering the many field trips I had been on with my children and their class mates. Though my children had never seen such sights as Prague, their amazement at the sights that they had seen was much the same.

Later that same day we walked to the gate of the Saint James Bridge. There were many children there waiting with their groups to cross the magnificent bridge as were we.

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One young boy was looking at some of the statues there. His eyes shifted from statue to the buildings. He pointed at the sculptures at the tops of the buildings. I could not help but get excited in watching as he discovered each new thing for the first time. Though I had never been to Prague before, it was more fun to see his excitement at each and every new discovery as if he were the first to ever

see that particular detail. It is funny how universal learning and discovery can be. As with my children and their friends, this boy was amazed at every new discovery.

After crossing the Saint Charles Bridge, we climbed the hill to the palace that over looked the city of Prague. We toured the church at the top of the hill, with its magnificent stained glass windows and wonderful art work. Descending the hill I came upon a park. There were parents there picnicking and playing with their children. They played ball. They played chase. They talked and laughed. One child was chasing the pigeons. One picked and smelled the flowers. I was exhausted at the days walk, but still watching the children and their energy, gave me joy. I was sorry to leave the park, as I enjoyed watching they parents enjoying their day spent with their children. I enjoyed the sounds of the small park as the children laughed and played. I missed my children, but had just been given a small taste of home.

On the way back to the hostel, we stopped at the mall. There I was reminded of my daughter and her friends. There were many teenage girls there. They went from store to store, level to level. It was so fun to watch them and their excitement when they found that special outfit. Their eyes would light up. It was also fun to watch as they would find that one piece of clothing that they all thought funny. They would laugh and speak a few words of fun. I so enjoyed seeing them have fun, imagining my daughter with her friends at the mall.

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Most of the children that I have written about or will write about are children that I saw in person. There were a group of children that I wanted to include in my writing. They were not running and playing. They were not laughing and caring on with each other. They were the

children of Terezin. As I toured the Jewish Children’s Museum of Terezin, and read the poetry, and viewed the art work of the children caught up in the Holocaust, I was struck by the feelings

and emotions that they had. Realizing all along that many of the children had been sent to Ausuwich to die it took me a while to look at the content of what they had written. Many of their writings and drawings showed life as they saw it. Sometimes they showed the good times and some times they showed the bad. It struck me how the children expressed themselves. When I taught three year olds, the children always loved to draw pictures. They liked to include the things that were going on as well as those things they wanted to remember. Though years have passed and cultures are different, children always find a way of expression. Rather through poetry or drawings, their voice is heard.

In Hungary we visited a Renascence Fair at the National History Museum. There were many merchants and exhibits that were geared to share the culture of Hungary with its future generation. Traditions of the past were used to teach the children of today. The children were taught how a black smith melted metal and made toy soldiers. The black smith had the children help him pour melted metal into forms. When the forms had cooled, the black smith showed the children the shape the metal had taken. Children were treated to a sort of amusement park. There were stilts and padded jousting sticks for them to practice with. There was a barrel that was tied around some sort of long log and the children were pulled from one side of the log to the other. In a tent similar to a tepee there was a group of adults teaching children to make felt balls. They

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would dip felt into soap water and pat it into a ball. This was done until the ball was as large as they wanted it to be. There were other exhibits teaching cooking, painting, sewing, and even

music. I was amazed that the people of Hungary thought it important to keep their history alive by teaching it to their children.

This experience brought me back to a memory of a field trip I had taken with my daughter’s class in Louisiana. It was a similar set up as that of the Renaissance Festival. It was a reenactment of how life would have been like in early Louisiana. The Adults that served in the reenactment taught the children how people of that time survived. They taught them how to cook, play, trade, and learn a skill. It was the same one people trying to teach tradition to a group of eager children tradition. Children of two very different places were eager to learn from the past of their home.

It was on the train to Edger that our group was entertained or maybe we were entertainment for a group of school children. They were amazed by the younger people in our group. The children laughed and smiled, and asked questions of broken English. They were curious about the young people’s clothes, their hair, and speech. Their curiosity and innocence was refreshing to me. I love the similarity of these children and their curiosity to that of my children and their friends. I missed my children desperately. I missed their friends. The laughter, the exploration in their minds all once taken for granted, now evidently missed. As my trip was coming to an end I was realizing with every child I saw just how much I missed my children.

In Edger, we sat in a little café eating lunch. We were across from a high school that had just dismissed its students for the day. They gathered in groups across from the café. I watched

 

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them as they talked. The girls gathered and smiled and talked about the boys. The boys played around and stared and talked about the girls. Just like teenagers in the United States, they lived in

the moment. They enjoyed life. They enjoyed their friends, and enjoyed the potential of a relationship with someone they were admiring at that moment.

One of the best experiences of my trip was the day I was invited to observe an elementary class at a school in Budapest, Hungary. The school was a private Catholic school. The classes were ranged from Five year olds (Kindergarteners) through 17 year olds (high school seniors). Boys and girls did not share classrooms. They were separated with the exception of breakfast, lunch, and recess. The children stayed with the same teacher year after year until they reached age twelve (sixth grade). This allows the teachers and students to form a bond. It allows the teachers the opportunity to learn the students learning patterns, and the students the opportunity to learn what the teacher expects from them.

The students had their own lockers. They kept their books, personal items, and changes of clothes, as well as three pairs of shoes. The shoes each serve a purpose. One pair is to be worn for playing outside on the playground. Another pair of shoes is to be worn in the class room. The third pair is for the days the students attend chapel. I enjoyed watching the students as they went in and out of their lockers. I liked watching as they congregated in the hall before entering their class rooms. The girls, age thirteen, would watch the young boys. If a boy would glance their way, the girls would gather in and giggle at the thought of a boys glance. The giggles and body language of the young girls was fun. Universal are the curiosities of preteens.

Upon entering the classroom of ten year old (fourth grade) girls, my eyes were drawn to the way the class is set up. There is a chalk board that folds out to make various other chalk

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boards. One board is blank, one has a checker board pattern, another has lines spaced to teach handwriting skills, and the final board has lines with the design in order to teach music. On the

walls there are posters of the castles, battles, animals, native vegetation of Hungary. Another wall is covered with religious posters. The back wall has some of the students school work. In

one corner of the back of the room, there is an area that has live plants, it gives the feeling of being out of doors. The class room is filled with desks that sit two students per each desk. Each desk has a cloth bag that was sewn for each student. These bags are used to hold pens, pencils, rulers, and personal items such as hair brushes. I chuckled to myself at the familiarity of the bags as my children use the same bag for their storage at school.

Class was about to begin. I noticed as the teacher closed the door, the students took their place in their desks. Taking her position at the front of the class, the teacher held up her hand with a closed fist. Suddenly, the students became quite and gave her their full attention. The students were all girls. The subject was music. The teacher gave a second signal holding up two fingers. The girls began to sing. Their voices were like those of little angels, in tune and in perfect harmony. With each hand signal the teacher gave another tone came from their mouths. I was mesmerized by their talent.

With yet another signal, their song was done. Each girl took her seat. In Hungarian, the teacher made an announcement. The girls were giddy, raising their hands in a frantic state. The teacher directed them to stand, and they began to sing. Their hands still waving, the teacher began to pick them one at a time. They rushed to the front of the class room to act out the part of the song that they were singing. With each part of the song came a new student acting out a new part. The girls were having such fun; it was a joy to watch.

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When the student’s skit was finished, they returned to their seats. Still beaming from their participation, they moved on to their next lesson. Their once again spoke to them, and they took

out their music note books. The notebooks contain music bars in them. The teacher clapped out a melody. When she finished her tune, the students wrote notes in their books. This action went on

for about five minutes. After they were done, the students and the teacher went over their work, checking it note by note.

It was at that moment that I began to scan the room. I began to pick out the different personalities of the girls. There were those who enjoyed being picked by the teacher so that they could show their intelligence. There were a few that wanted to raise their hands, but were not one hundred percent sure of their answers. Then there was one girl. She sat directly in front of me. She quickly wrote her answers down, which told me that she probably knew the answer, but coward when the teacher asked the students the answers for the questions. She would bow her head low as if she thought that if she did not make eye contact with her teacher, she would not be called upon. This however did not work for her as with any good teacher, her teacher recognized this student trying to dodge her stares. When she did get called on, her voice was low, too low to hear. Her face was red. She was clearly nervous, but relieved to get the answer right. I have seen these reactions before. The reactions reminded me of those of my students in Louisiana.

Time was up for music class. The students were dismissed out of class. I followed them out and went over to a large window that looked out on to a courtyard that served as a playground for the school children. I watched as the children played games similar to or the same as those children did in the United States. The children played jump rope, hop scotch, and tag. They played with balls, and huddled in crowds just to talk.

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The recess bell rang and the students began to file in to their lockers, quickly changing from their outside shoes to their classroom shoes.  On this particular day the children were to

perform for their visiting parents. They were getting dressed in costumes from their culture and would sing and dance to music from their Hungarian culture. The girls and boys were to dance together, paired together by their teachers. The girls I could tell were at the age (ten) that they enjoyed the prospect of being able to dance with the boys. The boys on the other hand were less than excited to have to dance with the girls. Their faces told much different stories. The girls beamed from ear to ear. The boys, their eyes rolled in discussed at the girls giggles. The boy’s faces, long and pale as if they were going to be sick upon the start of the dancing.

 I laughed as I saw them agonize in their thoughts. I remember when I was young having to do the Mexican hat dance and a square dance with a partner of the opposite sex. The faces of these young children reminded me of that occasion. The same feelings from so long ago were now present once again. It was refreshing how those feelings of giddiness and anxiety have not changed between boys and girls. I guess that those feelings not only span the continents, but also time.

Once dressed, the girls were so pretty in their flowing skirts and colorful tops. Their hair braided with tiny ribbons streaming from the braids, kissing their shoulders as they moved. The boys wore black pants and oversized tunic white shirts. Their costumes set the wonderful atmosphere. Their parents upon seeing them, beamed with pride. I felt my own sense of pride as if my own child were to perform. I was in deed privileged to be a part of this event.

The room that the performance was to take place in was in part a library, and in part an auditorium. The parents of the children sat in chairs that lined the walls of the room. I dare say

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that the parents looked just as nervous as their children. Just as the performance was about to begin, a teacher stood up and closed double doors that the children were to enter through. The

teacher than turned to the crowd and explained in Hungarian what the children were about to perform. Though I speak no Hungarian, I had an idea of what she was saying having been to performances for my own children. It helped also to be sitting next to a parent that spoke a little English and did some interpretations for me.

At the end of the teacher’s speech, the beautifully dressed girls rushed in from behind the double doors. They gathered in a circle and began to sing and dance. Their full skirts swirled around them. The site and song of the girls was so beautiful, it brought a tear to my eye. Even though none of these girls were my daughter, I felt a pride for all of their hard work, just as if I were watching my own child. The woman sitting next to me beamed from ear to ear. She glanced at me and quickly pointed out her daughter. She along with the other parents just glowed. Once again I felt honored to be there. Looking at the parents’ pride in their children, I knew that I felt the same in watching my own children perform.

At the end of the girls’ first song, the young boys rushed in. The musical performance took on the form of a musical play. The boys serenaded the girls with song and dance. The boys’ shirts flowed just as the girls’ skirts had when they danced. They danced, jumped, and kicked as they sang. It was a wonderful entertaining site. Every moment of the song was filled with movement. Their energy was wonderful. It was such a treat to watch.

The last performance was performed by both the boys and girls. They paired up into couples. This was the part the girls looked forward to, and the part the boys dreaded. The only way to describe the dance is to say it was a mixture of ballroom dance and square dancing. The

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children sang as they danced. The boys twirled the girls. The children went from group to individual couples, and back to group again. Every inch of the dance floor bustled with activity.

My eyes shifted from couple to couple. I giggled at the looks of giddy on the girl’s faces, the hope that the dance would never end. The look on the boys faces that begged for the dance to end so that they could be put out of their misery.  The performance along with the comedy of the differences of emotions between the boys and girls was a privilege to watch.

I found myself taking picture after picture. I believe I took over one hundred pictures. The color of the costumes, their faces, and their parents’ faces was a memory I never wanted to forget. At a time on my trip when I was at my lowest, I was filled with joy and a sense of pride at having been invited to such a wonderful, special event.

After the children had finished their performance, we were escorted on a tour of the school. We were shown the school’s trophy case. It was filled with multiple trophies representing the school’s long history of excellence in both education and in gymnastics. There were many pictures of the school’s scholastic and gymnastic teams. The pictures showed faces beaming with pride at having been a part of something that brought recognition to their school. I remember that look of pride on my daughter and her team mates’ faces when they won fourth in state for their volleyball team. What an amazing look.

Next, we moved on to the cafeteria and then on to the school’s chapel. I had asked a parent about why she chose to send her child to a private school instead of the public schools of Hungary. I asked because my children attend a private religious school, and was curious to see if our reasons were one in the same. Her answer was the same as mine would have been. She and her husband chose private school so that their child could practice their religion freely without

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being scorned for it. I feel the same for my children. I believe it is important for all children to be able to share their beliefs, what ever they may be.

Upon leaving the school, I felt both a sense of happiness, as well as a feeling of sadness. The happiness stemmed from a realization that I had just been given an opportunity that many future as well as present day teachers may never be given. I was able to sit in and observe a classroom in Budapest, Hungary. I have, since deciding to become a teacher, been yearning to learn teaching skills from other teachers, teachers I admire. By observing this class environment, I realized that I have come away with both skills learned from observing a wonderful teacher, as well as a memory that I will be able to share with any future student that I may have. I will share with those future students the similarities of feelings and eagerness, which I have observed in the children in this Central European School, as well as those in the children of the United States. My feeling of sadness came at friends that I had just made and the knowledge that I will never see them again. The curiosity of what each and every child that I observed will become when they are grown. I will miss the event, but will always treasure the memory.

The children of Central Europe certainly brought joy to a time on my trip when I was saddened and longed for a taste of home. I wondered when I set out to write about the similarities, if I had assigned similarity where it was not necessarily due. Had I in fact seen similarity simply out of missing my children, their friends, and my old students?  I think in part, that my observances may have started out that way, but in the end, there were too many similarities that brought to mind both memories and events that I had observed in children in the United States. Sure I missed my children, but there is no mistaking the fact that children laugh, they play, they whisper, and they dream. Children, no matter what continent, no matter past or

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present, are in fact the same. Culture, language, and situations aside, the innocence of a child is a universal treat for all who observe it. I for one am privileged to have observed it first hand.

 

 

 

 

 

 

 

 

Communicator
THE SAN JUAN COLLEGE
SAN JUAN COLLEGE’S COMMUNITY NEWS AND EVENTS
SJC Honors Program...6
MAY • JUNE 2006
VOL. 26, ISSUE 3

Honor Students Gain
New Perspective
Mary Hovey is setting an example for her children. With a strong desire to succeed and a little encouragement from her instructors at San Juan
College, Hovey is not only advancing her education, she’s also enrolled in the honors program.
Becoming an honors student wasn’t something she ever thought was really possible. She graduated from a Louisiana high school with a 2.0
grade point average. “The high school I went to never encouraged students – even if you asked for help,” Hovey says. “I found the same to be true when I went on to a four-year college in my home state – no one ever really cared whether you were
there or not. I often felt pushed to the wayside.”
At 35, she moved to Farmington with her husband and three children. She decided after 13 years, to once again give her education another try. “It’s so refreshing to come to a place where people care about you as a person and challenge you to succeed,” she says. Hovey credits professors and instructors such as Dr. David Bramhall for encouraging her and showing her just how easy it
was to become a part of the honors program – a program that has experienced a 500 percent growth since it began in 2000.
Students who complete 12 hours in honors
classes with a 3.25 GPA or higher, graduate as
Distinguished Scholars, which is recorded on their
transcripts.
“San Juan College and the honors program
help you realize you can accomplish anything,”
adds Hovey. “It’s a great place to be.”
Information: Dr. Connie Jacobs 566-3235
(jacobsc@sanjuancollege.edu), Dr. David Bramhall
566-3238 (bramhalld@sanjuancollege.edu), or
Admissions Specialist Marianne Harris 566-3426
(harrism@sanjuancollege.edu).