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Field notes - 2/4/13

Unstructured Dialogue: A Way to Access Funds of Knowledge

12:30 p.m. – I arrived earlier than I expected so I told Ms. D that next time I could start around 12:45 instead of 1 p.m. Today is my actual first day of “teaching/tutoring.” I put those in quotes because this experience will not exactly follow the kind of teaching that happens in a school classroom. However, Site A has classrooms that are used for all sorts of activities. A weekly schedule is posted on each classroom door to show which department can have the room for the allotted time.

The classroom is a decent size even though Ms. D said that there isn’t enough space in the organization. About 16 chairs surround the rectangle table, which occupies most of the classroom. A white board is located across the door. There is a world map and several handmade posters on the walls: classroom rules (e.g. Turn off cell phones), “What is your job?” (pictures with words), and classroom questions (e.g. How do you say ___ in English?). There are fluorescent lights on the ceiling. I mention this because lighting is one of my concerns in a classroom.


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field notes 1

Knowing How to Wait

           Last semester I was placed again at School A, my placement since Spring of 2011. An advantage to this is that I can continue to build a good relationship with the students and faculty and I even get to see the students grow, literally. Being a part of a school means you begin to really get a sense of the person behind the image of a student. You can predict how some students behave if they are having a good time in school and also how they will react if they are having a hard time. As a teacher, building good relationships with your students is a continuous goal. Your reaction to a student in certain situations can either propel your relationship toward the positive route or the not-so-favorable way.

               This is an excerpt from my field notes last semester that highlights one particular moment:



4th period

11:45 a.m. – 12: 40 p.m.


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