Today was heartbreaking for some, but for my little and I, it was the beginning to hopefully many more years of being "sisters!"
We started out by going outside to play on the playground with her other school friends. We also chalked pictures of horses and wrote our names with a variety of colors. She knew it was going to be a fiesta and wanted to do so many things! We went in and out of the cafeteria at least ten times! We ate lots of food (one of her favorite foods is pizza) and drink milkshakes. We also talked with the woman from BBBS, and my little said her favorite things about mentoring are painting, going outside, drawing, and reading our journals. During the last fifteen to twenty minutes, we joined in on the big game of kickball! As always, she really enjoyed it and was always running around and smiling.
She forgot her journal today, but fortunately I remembered to bring mine! I reflected on my favorite moments of the last year and shared with her how I feel this summer and next year will be. I meet with her parents in about a week and half, and Dawn said this could also be our first "meeting" as being part of the community. This is going to be an amazing experience, but also a huge responsibility on my part. It will be a commitment every week and also something I will have to save up for; St. Charles is somewhat of a long drive from Winona. I have factored all of this in already and there should be no problems! I am also really excited for this summer as I meet with her through the end of May. Once the summer actually begins, we will write letters or emails back and forth, which I hope she will like to do!
I am most looking forward to learning more about my little outside of school. What is her family like? What does she really like to do? How can we become better friends, and what is my role in her life?
This blog will hopefully be continued as I begin this new experience...!
Thank you, Stace!
Saturday, April 26, 2008
Friday, April 18, 2008
April 15: To WSU!
Wow, what a day! I rode on the bus to St. Charles to pick up the littles. They were all ecstatic, especially for the bus ride! My little sat next to me and she shared her journal (I did not bring mine, thinking we were not going to have time!). I told her that we are now even! She also brought a photo alblum of her family with many pictures of her siblings. I was trying to figure out why she wanted me to look through the pictures so quickly, and then I finally realized that inside the photo alblum she had hid two candy bars! The bus ride was a great opportunity to talk and joke around with the other kids.
Once we got to WSU, her eyes became really big, and as we walked off the bus, she was beaming and holding onto my arm very tightly. I think the moment she was waiting for finally came!
One thing I noticed about this group is that not only have the Bigs and Littles become more closely bonded, but the Littles have as well. I noticed this while we were eating icecream; all of the littles were sitting around the table eating and talking, some in Spanish and some in English.
My favorite part was going to the football field to meet the sports players. One of my friends, Eric, was leading the event, and he did an amazing job! All of the kids were actively involved, and I also loved playing soccer! I caught my little looking at one of the players from a distance, so I asked her is she wanted a picture with him. She first responded with a "No!" because she hates taking pictures! I knew she wanted to but was too afraid to ask. I said, "Are you sure? He's really nice, and he is a friend of mine." She said only if I was in the picture with her, so Amanda's little, my little, myself, and Eric took a picture! This was one of the few times I caught her smiling with a FULL GRIN!
The theater department was also an adventure for me; I have never been in many of those places. My little did not talk much with me during this time. She was having too much fun running around with the other kids looking at objects they have probably never seen before! If we had the time, it would have been really fun to have them put on a short play or try on some costumes.
Next week is our last time this year meeting as a group. I will hopefully keep in contact or meet with my little outside of school because we are becoming "community sisters." And over the summer, we will keep in contact through email or through letters (snail mail).
Next year, it would be amazing if we could join in on any field trips that happen. I also know that as a community big we can expand our experiences. I just hope that she understands what it means completely to be part of the "community" program; she will most likely not be spending as much time with this group of kids, but on the other end, there is much more to be explored!
Thank you for an amazing field trip!
Once we got to WSU, her eyes became really big, and as we walked off the bus, she was beaming and holding onto my arm very tightly. I think the moment she was waiting for finally came!
One thing I noticed about this group is that not only have the Bigs and Littles become more closely bonded, but the Littles have as well. I noticed this while we were eating icecream; all of the littles were sitting around the table eating and talking, some in Spanish and some in English.
My favorite part was going to the football field to meet the sports players. One of my friends, Eric, was leading the event, and he did an amazing job! All of the kids were actively involved, and I also loved playing soccer! I caught my little looking at one of the players from a distance, so I asked her is she wanted a picture with him. She first responded with a "No!" because she hates taking pictures! I knew she wanted to but was too afraid to ask. I said, "Are you sure? He's really nice, and he is a friend of mine." She said only if I was in the picture with her, so Amanda's little, my little, myself, and Eric took a picture! This was one of the few times I caught her smiling with a FULL GRIN!
The theater department was also an adventure for me; I have never been in many of those places. My little did not talk much with me during this time. She was having too much fun running around with the other kids looking at objects they have probably never seen before! If we had the time, it would have been really fun to have them put on a short play or try on some costumes.
Next week is our last time this year meeting as a group. I will hopefully keep in contact or meet with my little outside of school because we are becoming "community sisters." And over the summer, we will keep in contact through email or through letters (snail mail).
Next year, it would be amazing if we could join in on any field trips that happen. I also know that as a community big we can expand our experiences. I just hope that she understands what it means completely to be part of the "community" program; she will most likely not be spending as much time with this group of kids, but on the other end, there is much more to be explored!
Thank you for an amazing field trip!
Wednesday, April 9, 2008
April 9th
Today we first read our journals. She wanted me to read hers first, which is a change from the norm! I've noticed that she really enjoys reading my entries and that there is a decrease in the amount she writes. But I am not going to encourage her to write any more; it is something she must want to do in order for it to continually be an inviting experience. In my journal, I shared about my week and also told her how much I like to write encouraging letters to people. I also asked if she was excited for next year when we get to do things outside of school. She really wants to watch movies, eat ice cream, and go to the park. In her journal she brought pictures of her family! This brought up lots of discussion about who was in the picture and also about her recent move to a new house.
After reading the journals, I gave her a bookmark I made for my field experience project. I really enjoyed making it and I know she enjoys little gifts like that. Something I must be careful of is of her expecting me to bring things each week. I want whatever I bring to be a surprise as well as a good experience.
Next we painted with water colors. In my journal I wrote about going to a birthday party dinner for Amanda, one of the big sisters. My little wanted to make her a birthday card, so we spent the next hour painting, drawing, writing, and talking. She wrote on the card, "To Amanda, my second best big sister." She was very creative and put a lot of effort into the card, and Amanda loved it! While we were painting a ball game and knocked over our water. It got our papers all wet, but the experience was actually quite comical! Her face was priceless when she looked up at me with a wet face! After we cleaned up the mess and started working again,she told me that she lost the envelope for the Winona Field trip, and I was fortunate enough to get both an envelope AND a stamp from the school office!
After we finished, we went outside to play tag with the others. I love the freedom we now have in our friendship to be ourselves! I really notice it in my little and her growing openness and willingness to talk about her school and home life. What really got me pumped was when she said she was SO EXCITED for the Winona trip next week. I told her to make sure she gives the envelope to her parents and to get it in the mail as soon as possible.
This was another amazing week. Looking back, I can see how it does take a long time to truly develop a relationship with a child, especially someone who comes from a different cultural background.
After reading the journals, I gave her a bookmark I made for my field experience project. I really enjoyed making it and I know she enjoys little gifts like that. Something I must be careful of is of her expecting me to bring things each week. I want whatever I bring to be a surprise as well as a good experience.
Next we painted with water colors. In my journal I wrote about going to a birthday party dinner for Amanda, one of the big sisters. My little wanted to make her a birthday card, so we spent the next hour painting, drawing, writing, and talking. She wrote on the card, "To Amanda, my second best big sister." She was very creative and put a lot of effort into the card, and Amanda loved it! While we were painting a ball game and knocked over our water. It got our papers all wet, but the experience was actually quite comical! Her face was priceless when she looked up at me with a wet face! After we cleaned up the mess and started working again,she told me that she lost the envelope for the Winona Field trip, and I was fortunate enough to get both an envelope AND a stamp from the school office!
After we finished, we went outside to play tag with the others. I love the freedom we now have in our friendship to be ourselves! I really notice it in my little and her growing openness and willingness to talk about her school and home life. What really got me pumped was when she said she was SO EXCITED for the Winona trip next week. I told her to make sure she gives the envelope to her parents and to get it in the mail as soon as possible.
This was another amazing week. Looking back, I can see how it does take a long time to truly develop a relationship with a child, especially someone who comes from a different cultural background.
Thursday, April 3, 2008
April 2nd
Today we did many fun things!
We first played Apples to Apples with other bigs and littles. This is her new favorite game that her and her students play in her ESL class. This game involves a great deal of language and comparing word meanings. I noticed she was more self-conscious in this bigger group setting than when we read one-on-one; when she did not know a word, she would lean over and ask me to help her define it. Also, if she could not pronounce the word, she would initially say "I can't" or " I don't know that one." I think this largely had to do with the pressure and intensity of the game. After I encouraged her to sound out the word to herself, she became more comfortable and confident. This experience showed me how important new audiences are in reading; a child may know how to read, but when there are unfamiliar people listening, self-consciousness can become an issue. Paired reading is also very important in developing confidence in reading skills; it is the first step to reading in small groups and other new settings.
Later today I introduced to my little the idea of becoming a community big and little. I told her we could go to other places outside of school like go to the movies, eat ice cream, play at the park, and any thing else she likes to do. She said she would love to do that! She always says that the time goes by way too fast, and I think meeting outside of the school and meeting two or three hours a week will allow for more experiences and a deeper friendship to develop.
Today I also noticed that I must be careful with my words; sometimes I speak like I would to any of my friends, which is usually much more casual and fast. I think this confuses her, especially when I ask her a question or am explaining directions.
In the library we read a short passage about a fish fry and apple pie family reunion. It was a practice MCA test reading, and because we usually never work on homework, I thought it would be beneficial to do a little bit of assigned reading. Half way through the story she asked if we were done yet, which showed me that she does not enjoy enforced reading! One of the hardest things for her to do is reading difficult English words. A strategy I encouraged her to use is splitting the word (covering one half with her finger) and trying to sound it out that way. We then asked each other questions in an interview format. It was fun to see her act "professional" when she asked me when I was born and what my favorite things to do are.
She then read my journal entry (she did not bring hers). Even if she does not have hers for me to read, it is still beneficial for her to learn about what I am doing throughout the week. I know she thinks about that because she always asks questions.
Next week I will bring some books of interest; I know she loves soccer and other sports. Comical books and suspenseful books also grab her attention. Games like apples to apples that are both social and educational are also beneficial.
I can't wait until the field trip to WSU. She said she was going to come; her parents just had to put the letter in the mail!
We first played Apples to Apples with other bigs and littles. This is her new favorite game that her and her students play in her ESL class. This game involves a great deal of language and comparing word meanings. I noticed she was more self-conscious in this bigger group setting than when we read one-on-one; when she did not know a word, she would lean over and ask me to help her define it. Also, if she could not pronounce the word, she would initially say "I can't" or " I don't know that one." I think this largely had to do with the pressure and intensity of the game. After I encouraged her to sound out the word to herself, she became more comfortable and confident. This experience showed me how important new audiences are in reading; a child may know how to read, but when there are unfamiliar people listening, self-consciousness can become an issue. Paired reading is also very important in developing confidence in reading skills; it is the first step to reading in small groups and other new settings.
Later today I introduced to my little the idea of becoming a community big and little. I told her we could go to other places outside of school like go to the movies, eat ice cream, play at the park, and any thing else she likes to do. She said she would love to do that! She always says that the time goes by way too fast, and I think meeting outside of the school and meeting two or three hours a week will allow for more experiences and a deeper friendship to develop.
Today I also noticed that I must be careful with my words; sometimes I speak like I would to any of my friends, which is usually much more casual and fast. I think this confuses her, especially when I ask her a question or am explaining directions.
In the library we read a short passage about a fish fry and apple pie family reunion. It was a practice MCA test reading, and because we usually never work on homework, I thought it would be beneficial to do a little bit of assigned reading. Half way through the story she asked if we were done yet, which showed me that she does not enjoy enforced reading! One of the hardest things for her to do is reading difficult English words. A strategy I encouraged her to use is splitting the word (covering one half with her finger) and trying to sound it out that way. We then asked each other questions in an interview format. It was fun to see her act "professional" when she asked me when I was born and what my favorite things to do are.
She then read my journal entry (she did not bring hers). Even if she does not have hers for me to read, it is still beneficial for her to learn about what I am doing throughout the week. I know she thinks about that because she always asks questions.
Next week I will bring some books of interest; I know she loves soccer and other sports. Comical books and suspenseful books also grab her attention. Games like apples to apples that are both social and educational are also beneficial.
I can't wait until the field trip to WSU. She said she was going to come; her parents just had to put the letter in the mail!
Thursday, March 27, 2008
March 26th
It was amazing seeing my little again after two weeks! I surprised her today by picking her up at her classroom door; she was not expecting me to be standing there!
We first read our journals, which she remembered to bring and even wrote four detailed entries. She really likes reading mine first, and I noticed that when she can find someway to relate with my experiences, she speaks up more and asks questions. Often she has trouble with some of the words, and when this happens, I usually wait a few seconds for her to figure it out on her own before I help her. Today, after a few difficult words, asked me to not help her. She wanted to do it all on her own! And the amazing thing is that she was almost always correct. This is tremendous progress not only in her reading skills but also in her self-confidence. Maybe this will lead to more reading when we are together because of her greater comfort level.
After this we went outside to play tag with some of the afterschool kids. This was the first time I ever really met her school friends. It was a good experience to see how she interacted with them and how I was just like one of them. It is critical for kids to have someone that is consistent and trustworthy in their lives.
Next we went back inside and spent some time with Amanda and her little. Amanda and I are both taking a literacy for ELL students course, and we wanted to do a little "experiment" with our littles. We went to the library and each wrote about our favorite dream vacation, and this helped both Amanda and I observe how each of them feel about and approach open-ended writing. My little was very insistent that she included everything she was supposed to and that she filled up the entire page. Amanda and I also wrote about our dream vacations, which I think gave them more incentive to stay focused and keep writing. I really liked how my little wrote about going to Miami and spending time at the beach. I have told her a lot about the beach, and she commented on how she would see the ocean and lots of "star shells." If either of them started to lose interest or did not know what else to write about, I asked them where they would after they went to their dream vacation spot. This opened many more doors and questions! I loved how we did not just write; we talked with each other, asking questions and sharing stories.
Amanda's little and mine are in the same ESL class. I was told today that my little had made the most artistic rabbit, which must have been an activity they were working on. I asked her to draw it in her next journal entry so I could see it.
We wanted to play Apples to Apples - her favorite board game - but we ran out of time!
I also did not have a moment to talk to her about becoming a "community little." I will have to set aside time to do that next week.
We first read our journals, which she remembered to bring and even wrote four detailed entries. She really likes reading mine first, and I noticed that when she can find someway to relate with my experiences, she speaks up more and asks questions. Often she has trouble with some of the words, and when this happens, I usually wait a few seconds for her to figure it out on her own before I help her. Today, after a few difficult words, asked me to not help her. She wanted to do it all on her own! And the amazing thing is that she was almost always correct. This is tremendous progress not only in her reading skills but also in her self-confidence. Maybe this will lead to more reading when we are together because of her greater comfort level.
After this we went outside to play tag with some of the afterschool kids. This was the first time I ever really met her school friends. It was a good experience to see how she interacted with them and how I was just like one of them. It is critical for kids to have someone that is consistent and trustworthy in their lives.
Next we went back inside and spent some time with Amanda and her little. Amanda and I are both taking a literacy for ELL students course, and we wanted to do a little "experiment" with our littles. We went to the library and each wrote about our favorite dream vacation, and this helped both Amanda and I observe how each of them feel about and approach open-ended writing. My little was very insistent that she included everything she was supposed to and that she filled up the entire page. Amanda and I also wrote about our dream vacations, which I think gave them more incentive to stay focused and keep writing. I really liked how my little wrote about going to Miami and spending time at the beach. I have told her a lot about the beach, and she commented on how she would see the ocean and lots of "star shells." If either of them started to lose interest or did not know what else to write about, I asked them where they would after they went to their dream vacation spot. This opened many more doors and questions! I loved how we did not just write; we talked with each other, asking questions and sharing stories.
Amanda's little and mine are in the same ESL class. I was told today that my little had made the most artistic rabbit, which must have been an activity they were working on. I asked her to draw it in her next journal entry so I could see it.
We wanted to play Apples to Apples - her favorite board game - but we ran out of time!
I also did not have a moment to talk to her about becoming a "community little." I will have to set aside time to do that next week.
Thursday, March 13, 2008
March 12th
Today Monica did not bring her journal. I was a little disappointed because it has been two weeks since we last met. Instead of asking her why she forgot it, I just told her that I miss reading what she has to say and that I would love to share my journal with her. I wrote all about my vacation and also brought some seashells from the beach. She has never been to the beach, so looking through about twenty shells and also looking at some pictures that I brought amazed her! This was a great way for her to learn more about the world and also about my friends and what I do outside of school. After she looked at pictures of the beach and touched every shell, I let her choose a shell to bring home. She chose the biggest one, and I told her she could hear the ocean if she listened carefully!
We then went outside to play on the playground. As we were walking out, she was telling about her ESL test she took in the morning. I asked her how she thought it went, and she said it was really hard. Maybe I could talk to her ESL teacher and find out the results or what she needs more help on. I am also interested in how the ESL program works at St. Charles Elementary. One of the other littles just started in the program and his big told me that it lasts most of the morning at school. I am interested in what strategies they use to improve literacy during this time and how their progress is monitored.
After playing outside we came back in and played Jenga. This was an amazing bonding experience because we laughed and felt completely comfortable around each other. I could tell through her mannerisms and joking personality, which only happens occasionally. The suspense of the game also added to the excitement of the moment. She then wanted to play basketball, but she said she would only play if I played with her. That was a reassuring comment; I didn’t know she felt that comfortable around me. For the remainder of the time we played knockout, went outside to play Frisbee, and also played a tag game with other bigs and littles.
I noticed today that she instigated a lot of the activities. It was her idea to go outside, her idea to play Jenga, and her idea to race me outside before she was picked up. This is a definite change since the beginning of the year; there is a great increase in her confidence and comfort levels.
For my ED 330 class, Literacy for English Language Learners, we are to present on a special interest topic. Amanda and I hope to involve our littles somehow, maybe by comparing and contrasting their reading, writing, and speaking skills. This could be done through samples of their writing and an audio recording of them reading. I will have to ask Dawn about this to make sure it complies with BBBS rules.
We then went outside to play on the playground. As we were walking out, she was telling about her ESL test she took in the morning. I asked her how she thought it went, and she said it was really hard. Maybe I could talk to her ESL teacher and find out the results or what she needs more help on. I am also interested in how the ESL program works at St. Charles Elementary. One of the other littles just started in the program and his big told me that it lasts most of the morning at school. I am interested in what strategies they use to improve literacy during this time and how their progress is monitored.
After playing outside we came back in and played Jenga. This was an amazing bonding experience because we laughed and felt completely comfortable around each other. I could tell through her mannerisms and joking personality, which only happens occasionally. The suspense of the game also added to the excitement of the moment. She then wanted to play basketball, but she said she would only play if I played with her. That was a reassuring comment; I didn’t know she felt that comfortable around me. For the remainder of the time we played knockout, went outside to play Frisbee, and also played a tag game with other bigs and littles.
I noticed today that she instigated a lot of the activities. It was her idea to go outside, her idea to play Jenga, and her idea to race me outside before she was picked up. This is a definite change since the beginning of the year; there is a great increase in her confidence and comfort levels.
For my ED 330 class, Literacy for English Language Learners, we are to present on a special interest topic. Amanda and I hope to involve our littles somehow, maybe by comparing and contrasting their reading, writing, and speaking skills. This could be done through samples of their writing and an audio recording of them reading. I will have to ask Dawn about this to make sure it complies with BBBS rules.
Wednesday, February 27, 2008
February 27th
On the bus ride to St. Charles I talked with the new director of BBBS about how my time with my little is going. I mentioned to her that I want to become a full-time community big next semester, which means I must talk with my little about meeting either on Wednesdays or any other day of the week. I am not sure what this will entail on her end, but I am hoping it will work out!
Before we started reading our journals today, I asked her if she had any homework to do. When I asked this question, she sort of shrugged off the question until I asked to see what was inside her take home folder. Once she opened that, she named at least three things she needed to do! She had been sick this past week a couple of times so she had to do quite a bit of make-up work. We found three worksheets to do, and our incentive was reading the journals when we were finished. The first two worksheets were practice with homonyms. One had her write each homonym next to another (i.e., matching) and the other had sentences where she chose from two different homonyms to put in the blank. After helping her with the first few questions, she understood the concept of homonyms and was able to complete the rest easily. One thing I stressed was not only writing the words but understanding what each one meant. For example, she had the words "beat" and "beet." I asked her to define both words before she moved to the next question. I was really impressed at how well she was focusing!
The last worksheet worked with symmetry. She had to draw a mirror image of an object over the line of symmetry. At first she kept saying "this is too hard" and "I don't think I can do this," but after I helped her understand how to gage where to draw the lines, she was able to do the rest with little trouble. I was there for her to ask questions and to listen to her work outloud.
Next we read our journals! I noticed while she was reading mine that she was having difficulty reading some of the words I wrote. Next time after she finishes reading mine, I want her to write down the words she cannot say well or does not know on a separate sheet of paper. We could then look in a dictionary or talk about the word's meaning outloud. I told her about my spring break trip to Florida and about how we will not be meeting next week. She was a disappointed, but I told her that I would bring pictures and write in my journal everyday. I encouraged her to do the same!
I was really impressed at how well she concentrated during this time of intense homework and reading! We finished the day by playing Uno and Jenga.
I am so thankful that she was willing to work through those worksheets with me. I think it helped us develop more trust and let her know that I am always here to help, not criticize, the work that she is doing. Maybe it is a start to igniting a drive in her to enjoy learning - something she is not too crazy about right now.
Before we started reading our journals today, I asked her if she had any homework to do. When I asked this question, she sort of shrugged off the question until I asked to see what was inside her take home folder. Once she opened that, she named at least three things she needed to do! She had been sick this past week a couple of times so she had to do quite a bit of make-up work. We found three worksheets to do, and our incentive was reading the journals when we were finished. The first two worksheets were practice with homonyms. One had her write each homonym next to another (i.e., matching) and the other had sentences where she chose from two different homonyms to put in the blank. After helping her with the first few questions, she understood the concept of homonyms and was able to complete the rest easily. One thing I stressed was not only writing the words but understanding what each one meant. For example, she had the words "beat" and "beet." I asked her to define both words before she moved to the next question. I was really impressed at how well she was focusing!
The last worksheet worked with symmetry. She had to draw a mirror image of an object over the line of symmetry. At first she kept saying "this is too hard" and "I don't think I can do this," but after I helped her understand how to gage where to draw the lines, she was able to do the rest with little trouble. I was there for her to ask questions and to listen to her work outloud.
Next we read our journals! I noticed while she was reading mine that she was having difficulty reading some of the words I wrote. Next time after she finishes reading mine, I want her to write down the words she cannot say well or does not know on a separate sheet of paper. We could then look in a dictionary or talk about the word's meaning outloud. I told her about my spring break trip to Florida and about how we will not be meeting next week. She was a disappointed, but I told her that I would bring pictures and write in my journal everyday. I encouraged her to do the same!
I was really impressed at how well she concentrated during this time of intense homework and reading! We finished the day by playing Uno and Jenga.
I am so thankful that she was willing to work through those worksheets with me. I think it helped us develop more trust and let her know that I am always here to help, not criticize, the work that she is doing. Maybe it is a start to igniting a drive in her to enjoy learning - something she is not too crazy about right now.
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