LTS Literacy Lessons | Session 6
Last March 27, it was such a
surprise blessing that Jayven was able to attend the session even though he
wasn’t required to come to school anymore. I didn’t see him at first, but it
turned out that another student tutor, Mika, volunteered to teach him because
her supposed tutee was absent and that she thought I was absent as well.
They were already going through
LP 7 when Jayven fortunately spotted me and ran to meet me.
1. Jayven’s engagement in the literacy lessons with regards to:
a. Attention, Effort, and Attitude
Jayven was
unusually hyper that day. His hair was covered in perspiration as if we was
playing and running around. When I went to their spot in the classroom and
proceeded to teach him what I prepared for LP 4 and 5, he was not as attentive
as before. He was constantly fidgeting and looking around. I am not sure if it
were because of the abrupt change in lessons transitioning from LP 6 to LP 4,
the change in location, the fact that he didn’t have a class before our session
causing him to be overtly energetic, or if it were because Mika gave him
chocolate snacks in the middle of the session.
Despite this energy
within him, Jayven still managed to listen and focus his attention on our
lessons when I prod him once in a while. I can see that he was compelling
himself to focus on me even though distractions such as a student tutor
allowing his tutee to use his big laptop were beside us.
2. Jayven’s display of:
a. Understanding of the lesson
Jayven was mainly able to meet
the objectives of lesson 4 and 5. As I have mentioned before, he is already
doing well with the sounds of the consonants. Although distracted, I think he
was also able to do the activities well. The portion where he had some
difficulties however, was the reading part. In this session, he was extremely
slow at reading. While he was doing somewhat okay in reading before, he was
doing now poorly in this session.
b. Motivation and interest in
learning literacy skills and others
Since Jayven was extremely
distracted that day, I couldn’t see his motivation to learn our lessons that
much. It even looked as if he was forced to come to school. He even said some
words along the line, “bakasyon na dapat namin,” and also implied that he
didn’t want to go to school next week. In order to make the situation in my
favour as a tutor, I asked him what he would like to do at home next week. Then,
I started telling him that we are going to do some activities that are even
more enjoyable than what he had planned. To this, he agreed that he would come
to school on Monday. Hooray!
3. Challenges, Strategies, and Changes in my teaching and in the
student’s learning
In this session, it
is saddening how I could see Jayven’s emotional withdrawal from the session in
general. But I can understand that. As a student myself, I also don’t want some
extra work when I am entitled to go and relax at home. This is a change of
direction for me as a tutor because not only do I have to teach him effectively,
I now also have to give meaning to our sessions in which he can cherish so that
it would be his initiative to come to school on his own will. I have to give
meaning to our sessions, something that he could understand, so that he can
perceive our sessions as “play” more than “work.”
Yes, the challenge is really getting him to be piqued enough to come to the next teaching session. Make tomorrow's session something that would make him look forward to the few remaining ones :)
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