LTS Literacy Lessons | Session 8
Tutee’s basic information:
Name: Kledan Ilomibao
Sex: Male
Age: 9 years old
Grade level & Section: Grade 2 – Isaiah
LTS Literacy Lessons | (Not a) Session 7
After over thinking for
quite a while, I have finally decided to just blog about the unsettling
feelings and lingering guilt of unintentionally not attending the session last
April 3.
I want to start this by
apologizing to both my student and my teachers. I’m sorry po. I really didn’t intend to suddenly not show up last
Monday, but I’m not going to excuse myself from my mistake. It is my duty to be
present in every session because I have a student whom I am responsible for. I’m sorry po. I made a promise in the
beginning of this semester that I will always be in attendance unless there is
a plausible reason against it. Shamefully, the reason why I was absent last
session doesn’t have any hint of reasonability. Truth be told, I was absent because
I missed my alarm(s) and overslept. I’m
sorry po. It is really embarrassing for me to admit this seemingly silly
reason, but it’s the truth—something that I’m adamant not to repeat again.
T_____T
LTS Literacy Lessons | Session 6
FGD Insights | Session 5
Last March 20, I was one of the unfortunate student tutors who
were not able to catch up to our tutees who were on their way home. Apparently,
our tutees were dismissed early because if I’m not mistaken, it was the last
day of their classes.
I was extremely saddened by this because if it were their last
day, then does that mean Jayven wouldn’t come to school EVER again? Was last
week’s session our very last session? But I haven’t done that much impact to
his learning yet. Aside from that, we haven’t even said our farewells yet! This
is an unfinished business!
These are the thoughts that were running in my mind. I almost had
the urge to ask Jayven’s homeroom teacher about his residential address so that
I can go fetch him myself. Before I could carry this out however, our
professors advised us to finish our Focus Group Discussions instead—something I
wasn’t able to participate in because I was running late that morning.
That being said, I decided to head back to College of Education to
continue the FGD with my other supposed group participants. Once I arrived,
however, my supposed group was already discussing. Hence, I didn’t have a
choice but to create my own FGD with another lone person who didn’t have a
group—Raeven.
Raeven and I share the same sentiments when it comes to the
weaknesses and needs of our tutees. Both our tutees have a very little
phonological awareness with vowels, and they often interchange e and i, and o
and u. Thus, we both felt the need to provide supplementary activities that can
help resolve this.
Unlike my tutee, one of Raeven’s tutees always seems to get
distracted. And Raeven’s insight on how she handles this struck me the most
during our FGD. According to her, she uses the behaviourist approach which is
using reinforcements to make her tutee more attentive in their sessions.
Hearing her use this strategy wasn’t the thing that shocked me; it was her
negative outlook towards using it. It was as if she was embarrassed of herself
for using operant conditioning as a strategy to get the attention of her tutee.
In a way, I realized how some strategies are perceived as “bad” by
a lot of education students probably because of how these strategies are
presented in their respective classes. I just wish that this connotation would
be eliminated because for me, this is a misconception. These strategies exist
and continue to thrive for a reason, and this reason goes to the fact that they
are effective to some students.
LTS Literacy Lessons | Session 4
1. Jayven’s engagement in the literacy lessons with regards to:
Attention, Effort and Attitude
In this particular
session, Jayven was remarkably engaged as he asked me questions about the
instructions of the activity worksheets. He also suggested some alternatives on
how we could do the “pabitin” activity more exciting for him.
Essentially,
Jayven’s attention to the lesson, effort to accomplish the tasks, and attitude
towards me and others have been vastly consistent. As a student majoring in
Special Education, I am exposed to kids with short attention span to no task
commitment at all. But with Jayven, I never had to think of strategies that I
need to incorporate when teaching the lessons because he already has an
attitude that is attentive and determined to learn. But even though Jayven
doesn’t require me any teaching quirks to learn effectively, I noticed in this
session that he would sometimes take a peek at what Claire, another student
tutor, and her tutee was doing whenever Claire would bring out stickers and
other fun bonuses. I realized here that I should step up my game so that Jayven
would really enjoy our session and not see his every Monday as a “boring
extracurricular learning” day.
2. Jayven’s display of:
a. Understanding of the lesson
Jayven doesn’t have any problem
with the letters Mm and Aa. He has shown his competency by correctly uttering
the letter sounds and by sorting various images according to the beginning
letter. We went through every activity in our lesson plan smoothly and with
ease.
b. Motivation and interest in
learning literacy skills and others
In this session, I somehow
observed how Jayven wasn’t that enthusiastic anymore with the activities
compared to our previous sessions. I think the reason behind this was because
the activities more or less have the same concept: reading wordless picture
books, grouping pictures according to beginning sound, encircling pictures that
start with a particular letter, and so on. And honestly these activities do not
challenge Jayven. Thus, I had the feeling that Jayven was “stuck” doing these
activities that do not really benefit him anymore because he already knows
them.
There were even moments when I
would emphasize the sounds of the letters Mm and Aa (because that is the
objective of the lesson plan) and Jayven would display a look on his face as if
saying, “paulit-ulit nalang, naaral na natin yung letter M na yan.”
3. Challenges
and strategies during the literacy lesson + 4. Changes
As I have mentioned above,
keeping Jayven challenged is a challenge for me especially when the topic of
the lesson plan does not challenge him at all. Jayven has certain weaknesses
with letter sounds that are not met because the objectives of the lesson plan
provided target something else entirely. As usual, I provide him supplementary
activities whenever we finish early (which is all the time). In this particular
session, we played a game wherein my objective was to expand his vocabulary and
widen his phonological awareness with vowels. This game is called, “eye spy”
with a twist. So the gist of the game is that we would “hunt” for objects
around the court that starts with the vowels a, e, i, o, u. All in all, I think
the game helped strengthen Jayven’s phonological distinction between e and i.
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