Day 11 of Training - Oct. 12 2006
Dr. Hruska - TESOL

Reading is so automatic for me - Dr. Hruska's Arabic written sample and her outline of the skills that we use automatically to gain meaning from text and how to read text really drilled into me the importance of assisting our reading buddies to understand the English language so that they may also acquire the automaticity that we have.

Just a thought ---
In terms of High Interest Low Level texts - for the English as an Additional Language (aka ELL) High School student - maybe we could integrate current events into texts appropriate for their English level by finding those daily newspaper comics boxes / comic strips, blocking out the speech bubbles, and either writing a simpler version of the text or asking the student to bring what they know to the table by having them write the text for the illustration. This would also build on their cultural and content knowledge right?

Day 10 of Training - Oct. 11 2006
Joe Yukish continued.

The training over the last two days have made the purposes for Reading Buddies much more concrete. I've gained practical strategies and I feel better about stepping into the classroom on Monday. Now I have an idea of where I'm going to go with my student - what I'll watch for, what I'll work on, how I'll record my goals for each individual student, and most importantly how I'll pick those target goals for my students. Joe Yukish has made the teaching of reading a more explicit and systematic process in my mind.

Day 9 of Training - Oct. 10 2006
Joe Yukish at the Teachers College Reading Project

Leveling texts has been such a practical tool. Joe Yukish was an engaging presenter and a wonderful model for our teaching others to read. He used so many applicable and relevant examples and he integrated all the different learning strategies into his presentation - we've gotten real examples, videos, handouts, overheads, and hands on activities. He has scaffolded our learning and understanding of how to work with our reading buddies. He has provided a context for us to understand reading instruction and leveling texts. He has brought us to a new world of literacy.

MSV - I will take this away with me ... Reading is made of Meaning, Structure, and Visual elements. I will think about these elements - what skills needs strengthing and what is already strong - in the context of reading with my buddies.

Day 8 of Training - Oct. 5 2006
Dr. Lisa Blackwell - The Psychology of Expectations

I think the focus of praise for is effort is essential for a child to hear because it becomes so rare within our society in later periods of our lives. I feel that we do so much when we are able to give a child skills to be resilient in the face of "failure" or "challenge." It's so rewarding to see children who grows confident in themselves, in their work, and in their effort so that they cannot be told by others that they are "dumb" - so that the results of an unsuccessful performance do not affect their sense of self-worth or their motivation to keep on trying. As I work as a reading buddy, I will be aware that I can influence my buddies in so many ways above and beyond just the area of our focus - reading. I feel that helping them to read opens so many doors to opportunity - chances for them to "bloom."."

Day 7 of Training - Oct. 4 2006
Great Leaps Reading Phonics

I am getting the bigger picture - I see how the trainings each day are building up to the greater, and no longer so simplistic, concept of reading. Reading seems to be an enormous puzzle full of information that we need to put together. It feels like we and our students need to help one another find the proper pieces in a box of endless jigsaw pieces for our specific puzzle. When we find the right pieces, then we have to organize them and try different strategies to assemble the elements to finally create the complete picture of reading.

Our trainings have been addressing both sides of the reading war. Today we were able to work hands on to identify the beginning, medial, and end sounds of words. I never realized how hard it is to locate a medial sound - and how to differentiate between very similar and yet complex vowel sounds - the same vowel with different sounds, different vowels that sound the same when pronounced by different people...It's amazing how much knowing beginning sounds and context can help an emerging reader figure out words and read...There's so much to know about teaching reading.........

Day 6 of Training - Oct. 3 2006
learning from exploring the text: Freedom Summer

It is so important to know the purpose behind our selection of a book. Why would I use it? Why with this child? What is the content? What is the language in the book (is it colloquial or outdated...does it perpetuate stereotypes...is it intentional)? Does it fit our Reading Buddy context?

We have been told to examine the content - and to examine the readability. Can the student I work with make connections to the reading? Will it trigger their prior knowledge?

We must pick our battles - pick which discrete goals to focus on. I feel that with Freedom Summer, though it would be a good closer for a unit on differences and a possibly appropriate read aloud to a class of students with a follow-up discussion, there are too many obstacles in it for a beginner reader to access true fluency and comprehension. I also understand that if this book were chosen by my buddy for us to read, that I would have to provide a context for the child to understand the content. I would have to provide the connections and the knowledge - I would bring them to another world, the world of the book, so that they could understand.

Day 5 of Training - Sept. 29 2006
New York Child Abuse Training / Certification

The subject is always so heart-wrenching. No matter how many child abuse or domestic violence trainings one attends, it's horrifying. I feel drained. It is atrocious to realize how prevalent child abuse is and how often child neglect occurs. I feel a great weight on my shoulders. It is scary to know how much responsibility we have as people who work with children - we have to protect them as they often cannot or do not realize they can protect themselves. It is challenging to know how to evaluate a situation as to whether something constitutes child abuse.

From the presentation, it would appear that many of us could have fit the description of being abused rather than disciplined. I don't feel that the way I was disciplined was abuse, but I can imagine that a teacher may have misunderstood it to be abuse. Discipline is cultural. I believe that I would have been extremely offended by a teacher who might have tried to "help" me if they had reported their suspicion to Child Services. I would have lost trust in the teacher and in the system.

Of course, after this training, I know the law. I will abide by the U.S. reporting mandates and I will err on the side of caution. But...what if I do more damage for the child than good when I report suspicion...what if I misunderstand the situation...what if the child loses their trust in me and in the system? I am glad that we are not going out there solo to make these calls - I am glad that we have the support of supervisors and program directors so that we may discuss any potential child abuse situations that arise.

This day left me with a lot of floating thoughts and questions.

Day 4 of Training - Sept. 28 2006
in response to Dr. Rosa's presentation --- when working with our reading buddies
How are we taking this experience? How is this affecting us? Am I taking this home with me?

Don't find excuses for a child not to learn. Don't handicap them. Believe that every child has the potential to succeed.

I think it is important to be aware of similarities, differences, and people's innocent curiousities. It is crucial for each of us to respect our students' situations. We must try not to assume - and because we do automatically assume, we must be aware of our assumptions. It is very important not to think that we are "saving" these children, in many cases they do not need "saving," they need some extra help - do not feel pity or guilt - do not judge - it's a waste of energy - focus on being an EMPOWERer. We are educators. Our job is to provide our reading buddies with tools with which to succeed. Understand them, let them teach you.

Stay focused on the goal - help them, guide them to READ - open more doors of opportunity for them.

Day 3 of Training - Sept. 27 2006
Shark Attack and the Reading Wars

A book has so many layers to it. I've been reminded to consider where to stop, how to assess a student's comprehension, and how to always help a student make a connection with his or her reading. I realize that it is best not to make assumptions --- to always help a child build a context for his or her reading.

I am reminded to slow down and ensure that the child remains engaged and interested. I understand the Reading Buddies endorse a balanced literacy view, and that to help our children, we will work on both Phonics and Whole Language.

The sides of the Reading War must come together to benefit our students - it cannot be one or the other. This session has been a refresher for sound teaching practices and the important elements of reading. Planning is the key to true and genuine teaching of and working with a child.

Know the book - plan the book.

Day 2 of Training - Sept. 26 2006

Who I am

the Myers Briggs: INTJ

the Multiple Intelligence Assessment: math/logic, music

I am surprisingly different from who I thought I was re: the Myers Briggs. Being told all my life by my sister that she wishes I had an “off” button – now I find out that I am an introvert. My preferences are so different from my actual daily life. I am a product of my environment - of teachers, family, and friends who have molded me to be successful in our society. I am a "slightly" a thinker over being a feeler. It seems that after years of being guided by my immediate emotions, I now depend on thinking to determine my actions and decisions. I am a “J” – I plan, I organize, I need order - in order to do well at school (as a teacher, as a student) – am I really a “J” by my own choice? Sometimes I feel like I am constrained by my “J” side.

How will expectations of the academic society affect the students (the first graders) I work with? Who am I really? Who is my student?

I have math/logic and music intelligences - yet I also feel that I am "self smart, people smart, and picture smart" --- I don't like being boxed in yet obviously I do have certain strengths.

I am motivated to expose my student to new ideas, new intelligences, all while utilizing their strengths and making them feel successful.