NCLC Internship
My 4th Grade Class in Paraguay
Among many of the careers I’ve considered is teaching. I love learning and discovering knowledge, and I want to be part of helping others find that same joy. I’ve been fortunate enough to have some really great teachers throughout the years, and they’ve had more of an influence on me than they’ll ever know. I too want to inspire success from students some day, just like my teachers did for me.
I’ve long tutored unofficially and helped students with homework or projects. During my summer in Paraguay, I taught students from Kindergarten to sixth grade and facilitated discussions with youth ages 14-16. It was a real challenge, especially because of the language barrier. I had to write out detailed lesson plans, learn health vocabulary in Spanish, and create activities that would get the information across while still keeping the children engaged. Though it wasn’t easy and required a lot of preparation, time, and patience, the result was very rewarding. Each time my partner and I left the school, the students would swarm around us, hugging us and begging us to return again soon. I knew I wanted my internship to be related to teaching so that I could get more experience, but I was still unsure about some of the logistics.
Then came the annual Half Dome trip. I was part of the second group that hiked up to Little Yosemite, together with Paul Bentz and three freshman from the Nea Community Learning Center. As we hiked, we talked, and I got to know them a little bit better. One of them asked me, “So, you’re a senior?”
“Yes,” I replied, “and so are they”, pointing out two other ACLC learners on the trip.
“Wow,” he told me. “I never imagined seniors could be so nice!”
Almost immediately I had the idea of working at NCLC. As a younger learner, it was always important for me to have the older learners to look up to, and now I try to be a good role model for the younger learners. I lead a small group, volunteer at Hannah Camp, and generally try to make new and younger learners feel welcome and comfortable. The Nea freshmen don’t have anyone like that, as they are just as new to their school as everyone else. Also, while NCLC and ACLC are “sister schools”, most students have never even been to each others’ campuses, let alone know each other. I thought that by working at Nea, I could do my part in connecting the schools, be a role model, and at the same time learn what it takes to run a school. It seemed perfect.
I’ve long tutored unofficially and helped students with homework or projects. During my summer in Paraguay, I taught students from Kindergarten to sixth grade and facilitated discussions with youth ages 14-16. It was a real challenge, especially because of the language barrier. I had to write out detailed lesson plans, learn health vocabulary in Spanish, and create activities that would get the information across while still keeping the children engaged. Though it wasn’t easy and required a lot of preparation, time, and patience, the result was very rewarding. Each time my partner and I left the school, the students would swarm around us, hugging us and begging us to return again soon. I knew I wanted my internship to be related to teaching so that I could get more experience, but I was still unsure about some of the logistics.
Then came the annual Half Dome trip. I was part of the second group that hiked up to Little Yosemite, together with Paul Bentz and three freshman from the Nea Community Learning Center. As we hiked, we talked, and I got to know them a little bit better. One of them asked me, “So, you’re a senior?”
“Yes,” I replied, “and so are they”, pointing out two other ACLC learners on the trip.
“Wow,” he told me. “I never imagined seniors could be so nice!”
Almost immediately I had the idea of working at NCLC. As a younger learner, it was always important for me to have the older learners to look up to, and now I try to be a good role model for the younger learners. I lead a small group, volunteer at Hannah Camp, and generally try to make new and younger learners feel welcome and comfortable. The Nea freshmen don’t have anyone like that, as they are just as new to their school as everyone else. Also, while NCLC and ACLC are “sister schools”, most students have never even been to each others’ campuses, let alone know each other. I thought that by working at Nea, I could do my part in connecting the schools, be a role model, and at the same time learn what it takes to run a school. It seemed perfect.
Day One: Monday, October 12, 2009
I arrived at Nea very excited. I had contacted MaMaafi the week before to ask her if there was a possibility of my working at NCLC, and she seemed very enthusiastic about the idea. Because I had fifth and sixth period free every Monday, it seemed convenient that I’d walk over during lunch and help out during those two hours each week.
Unfortunately, MaMaafi had forgotten that I’d be coming that week. She asked Mary and Paul, who work in the office, if they had any work I could do for them. Mary had a few tasks she could use help with. I made copies of the Nea Newsletter, which took surprisingly long due to the amazing amount of machine jams. I’m proud to say I now know the ins and outs of that copier, and can make stapled double-sided copies.
After this, I alphabetically labeled all of the teacher mailboxes, and began sorting donated books in the library. It wasn’t exactly what I had expected, but I actually enjoy organizing and some of the more menial tasks. I also realize that these sort of things are a big part of what makes a school run.
Unfortunately, MaMaafi had forgotten that I’d be coming that week. She asked Mary and Paul, who work in the office, if they had any work I could do for them. Mary had a few tasks she could use help with. I made copies of the Nea Newsletter, which took surprisingly long due to the amazing amount of machine jams. I’m proud to say I now know the ins and outs of that copier, and can make stapled double-sided copies.
After this, I alphabetically labeled all of the teacher mailboxes, and began sorting donated books in the library. It wasn’t exactly what I had expected, but I actually enjoy organizing and some of the more menial tasks. I also realize that these sort of things are a big part of what makes a school run.
Day Two: Monday, October 19
This week I again worked in the office. MaMaafi told me that she had a teacher meeting this week, and would bring me up as a resource teachers could use Monday afternoons. In the meantime, I addressed envelopes for Paul and made more copies.
Day Three: Monday, October 26
MaMaafi was no where to be found when I came to Nea this week, so I worked in the office again. Paul needed my help addressing envelopes. I then stuffed them with letters and paperwork for parents to fill out their learners’ emergency contact information. I was disappointed not to be working with the kids again, but I was happy to help out. I know that these things are important to get done, and Nea has a special amount of work like this because it’s a new school and has to get all its records in order.
Day Four: Monday, November 9
I walked into the office today, and was surprised and delighted when Mary greeted me with “you’re working with the kids today!” She led me to Mrs. Wesley’s room, where the Kindergarteners were in the middle of an activity. I was introduced to them and told they were working on projects involving the nine Nea symbols. Each learner had drawn one of them and had to explain why they had chosen that particular one in a sentence. I spelled out words for some students or edited what they’d written. For those who didn’t know how to write yet, I lightly wrote their sentence and they traced over it to practice writing. It was actually really fun, and they were adorable. They immediately looked up to me, pet my scarf, asked me questions, and showed me their work. I love how accepting and welcoming young students are.
After this, they were split into little groups and rotated to different activities in the room. I led the Bingo activity. Though they wanted to play picture bingo rather than alphabet bingo, I challenged them with spelling the names of the items on the pictures, which they readily and successfully did.
The day ended with clean up and story time. I had a really fun time. I love kids, they are so sweet and innocent. I was reminded why I’d love to be a teacher, and why I wanted this to be my internship in the first place.
Mrs. Wesley told me to come back next week, and I expect to be working with her class for the rest of my internship, which I’m very excited and pleased about.
After this, they were split into little groups and rotated to different activities in the room. I led the Bingo activity. Though they wanted to play picture bingo rather than alphabet bingo, I challenged them with spelling the names of the items on the pictures, which they readily and successfully did.
The day ended with clean up and story time. I had a really fun time. I love kids, they are so sweet and innocent. I was reminded why I’d love to be a teacher, and why I wanted this to be my internship in the first place.
Mrs. Wesley told me to come back next week, and I expect to be working with her class for the rest of my internship, which I’m very excited and pleased about.
Day Five: Monday, November 16
Though teaching was a career I’ve long considered, I always wanted to be a college professor or an advanced/AP high school teacher. My concern has always been that I’ll have to deal with kids who don’t want to learn (I’ve seen firsthand how difficult my classmates can be). But working with the Kindergartners over at Nea opened up new paths for me. I never before thought about working with elementary school students because I didn’t think it would be intellectually engaging enough, but I really love it.
As soon as I entered the class, they greeted me by name. I was so excited they remembered me. When we did activities they would crowd around me, fight for my attention and over who could tell me their stories. Each one of them wanted to sit next to me and play games with me. It was adorable and I spent the day smiling and laughing. One girl hit her head and began crying, and I took her to the office to get some ice. While there, to stop her from crying and to entertain her, I grabbed some picture books and read to her. Immediately, she brightened up, and I felt very proud.
Back in the classroom, Ms. Wesley asked me if I wanted to read a story, and of course I did. I sat in her chair and the students crowded around my feet. As I was about to begin, a little girl stopped me, saying that we had to wait for a few people who hadn't finished cleaning up since the last activity. I agreed, and while we waited everyone was very loud, trying to talk over each other to tell me things. Ms. Wesley quieted them down, and I read the story without a problem. When we got to the end, we still had time before a short recess, so I asked if they'd like to reread the same story or read a new one. They quickly argued with each other, and Ms. Wesley had to come over again to make them listen.
When the children left for recess, Ms. Wesley advised me to stop being so friendly and not to smile my first few weeks on the job. She said I was far too nice with them. While I disagree with the wording, since I loved my Kindergarten teachers for their patience and warmth, I understand what she means. I have to be more assertive and take control. I should have made an executive decision without giving them the chance to argue, or told them to raise their hands if they wanted to speak. There's so many Kindergartners in a class, I can't be a pushover. To be a successful teacher, I can't let them walk all over me. In some cases, that might mean saying "no" or being tough, which will be a struggle for me, but I have to learn to do it. I hope I'm a better leader next week.
As soon as I entered the class, they greeted me by name. I was so excited they remembered me. When we did activities they would crowd around me, fight for my attention and over who could tell me their stories. Each one of them wanted to sit next to me and play games with me. It was adorable and I spent the day smiling and laughing. One girl hit her head and began crying, and I took her to the office to get some ice. While there, to stop her from crying and to entertain her, I grabbed some picture books and read to her. Immediately, she brightened up, and I felt very proud.
Back in the classroom, Ms. Wesley asked me if I wanted to read a story, and of course I did. I sat in her chair and the students crowded around my feet. As I was about to begin, a little girl stopped me, saying that we had to wait for a few people who hadn't finished cleaning up since the last activity. I agreed, and while we waited everyone was very loud, trying to talk over each other to tell me things. Ms. Wesley quieted them down, and I read the story without a problem. When we got to the end, we still had time before a short recess, so I asked if they'd like to reread the same story or read a new one. They quickly argued with each other, and Ms. Wesley had to come over again to make them listen.
When the children left for recess, Ms. Wesley advised me to stop being so friendly and not to smile my first few weeks on the job. She said I was far too nice with them. While I disagree with the wording, since I loved my Kindergarten teachers for their patience and warmth, I understand what she means. I have to be more assertive and take control. I should have made an executive decision without giving them the chance to argue, or told them to raise their hands if they wanted to speak. There's so many Kindergartners in a class, I can't be a pushover. To be a successful teacher, I can't let them walk all over me. In some cases, that might mean saying "no" or being tough, which will be a struggle for me, but I have to learn to do it. I hope I'm a better leader next week.
Day Six: Monday, November 23
My resolve to be assertive was certainly put to the test when two girls began fighting this week. The Kindergarteners were at various "centers", as usual on Monday afternoons. One (or two) or these was on the carpet, where I worked, and the kids had more freedom to choose their game or activity. Normally there were little tiffs about what activity to do, or who got to start first, but they weren't ever a big deal. This "fight" wasn't a big deal either, but it resulted in more of an argument than others had.
(Not their real names)- Alex decided to work on a puzzle on her own, and was soon joined by her friend Liz. Since most of the kids were being independent and didn't need my help, I decided to sit and talk with them as they worked. Immediately, they were joined by Anna, I suspect because I was there. I wouldn't call Anna spoiled, but she's very vocal about what she wants and doesn't share well. She's also the "pretty girl", dressed in the latest fashions. While they worked on the puzzle, they'd claim certain pieces as their own to put fit in. When Anna showed up, she disrupted that system. She took a few of the other girls' pieces, unnoticed until the end, when they were missing. Alex and Liz demanded their pieces back; Anna wanted to put them in herself, but Alex and Liz said it was their puzzle. They began arguing and Anna refused to give them the piece. I wasn't sure if I should ask Alex and Liz to include Anna, or if I should tell Anna that it was Alex and Liz's puzzle. I didn't really know what to do and where my boundaries were. I didn't feel like I was someone who could tell them what to do, I could just ask them to be reasonable. But, they're kindergarteners, so not surprisingly that didn't work out.
(Not their real names)- Alex decided to work on a puzzle on her own, and was soon joined by her friend Liz. Since most of the kids were being independent and didn't need my help, I decided to sit and talk with them as they worked. Immediately, they were joined by Anna, I suspect because I was there. I wouldn't call Anna spoiled, but she's very vocal about what she wants and doesn't share well. She's also the "pretty girl", dressed in the latest fashions. While they worked on the puzzle, they'd claim certain pieces as their own to put fit in. When Anna showed up, she disrupted that system. She took a few of the other girls' pieces, unnoticed until the end, when they were missing. Alex and Liz demanded their pieces back; Anna wanted to put them in herself, but Alex and Liz said it was their puzzle. They began arguing and Anna refused to give them the piece. I wasn't sure if I should ask Alex and Liz to include Anna, or if I should tell Anna that it was Alex and Liz's puzzle. I didn't really know what to do and where my boundaries were. I didn't feel like I was someone who could tell them what to do, I could just ask them to be reasonable. But, they're kindergarteners, so not surprisingly that didn't work out.
Day Seven: Monday, November 30
I'm still a bit disappointed in myself for having failed in conflict resolution last week, but I improved this week. My assignment was to work one on one with a couple of the kids to help them catch up on work they'd been absent for. I read directions and made sure they were doing just what they were supposed to. I liked working with a smaller group and having something specific to do.
Meanwhile, the other kindergarteners had "choice" and could choose from various activities. One of these was painting on easels. There were two easels, and two smocks, so only two could do this at a time. It was a popular activity, and everyone wanted to do it. There were some arguments until I created a system. I wrote a list of everyone who wanted to paint, and made sure we followed the list exactly. This seems really obvious, but somehow everything seems more complicated with kindergarteners. The kids realized it was fair and went along with it, so I'm glad this worked out so simply.
Meanwhile, the other kindergarteners had "choice" and could choose from various activities. One of these was painting on easels. There were two easels, and two smocks, so only two could do this at a time. It was a popular activity, and everyone wanted to do it. There were some arguments until I created a system. I wrote a list of everyone who wanted to paint, and made sure we followed the list exactly. This seems really obvious, but somehow everything seems more complicated with kindergarteners. The kids realized it was fair and went along with it, so I'm glad this worked out so simply.
Day Eight: Monday, December 7
Nothing different happened today. I helped out with bingo during centers, and I helped a couple kids catch up on making paper books and coloring them.
Day Nine: Monday, January 4, 2010
Most of these days are beginning to feel the same. I've lost my novelty status, so its no big deal that I come in on Mondays. That's a little bit disappointing, but its alright. Really the only notable thing that happened today is that I took kids aside, one by one, and quizzed them on various vocab words. I'd say a word and ask them to spell it, or I'd show them a word and ask them to read it to me. Some of the kids who were more advanced were given additional longer words to practice with. I wasn't really sure what to do with the kindergarteners who didn't know the words at all. I thought that maybe repetition would work, but they would just memorize the word and forget it as soon as we moved on. I tried over and over, but nothing seemed to work. Other kids would just guess the whole way through, or would look at the floor and give me no answers. I didn't know what to do with them. Its been so long since I've struggled with this that I feel really out of touch and I'm not sure how to help them. Its much easier to help and tutor the kids that I'm taking classes with because the information is fresh in my mind and I've just learned it myself.
Day Ten:
I’m now regularly taking kids aside to work on activities. I really like this because it’s so much easier to talk to one person than several at the same time, especially when they can be wild kindergarteners. Today, I was given a workbook page to complete with each student. My job was really to call them over one by one, read them directions, and make sure they completed the assignment as expected. The workbooks dealt with numbers- circling the group of birds that had seven birds (so they’d have to count each group of birds to find the one of the right number), finishing patterns and counting them, drawing a certain amount of umbrellas, etc.
Day Eleven:
Today I helped the kids on a page in their workbooks again. It was pretty straighforward.
Day Twelve:
I've begun feeling a little bit useless in the classroom. While I still help out wherever necessary, there are four other NEA learners who come in while I'm there, as well as a teacher's assistant. Most of my tasks are pretty easy- hanging up pictures, cutting paper, etc. I did get to read a book today though. That's one of my favorite things to do, but I've noticed that when the teacher does it, the students are much more engaged. She asks them questions and quizzes them, but I can't do that as easily because I haven't read the story before.