Mentorship

    Literal
Same Contact Information as before:
Paul Hubbard. 
   Interpretive
I got to see how to teach in a different way then I am normally used to. The class size allowed for a much more intimate setting which was a lot different from our chemistry class, which is more traditional. Cal Poly's class as well was out of the norm because it was much larger. Basically I got to have an experience as a teacher and through that I connected with the students, and I was able to ask them how they personally learned. In a class of nine, I realized that each student has different needs and learning capabilities. I got to try to device a lesson plan that would help each one. I realized half way through that was impossible. I learned how to work on my feet while teaching, and ask for confirmation when I was reviewing the lesson with students. If they didn't understand I had backup plans. 

   Applied
My essential question revolves around students being assessed about their scientific understanding. Mr. Hubbard uses at home tests, in fact, most of his class is done from home. He taught and conducted labs with his students on Thursdays. They had homework, tests, and lab reports that they turn it to grade. With these assignments, as well as their in class participation, he assessed there level of understanding. He asked students different questions to try to develop everyone's understanding no matter where they started. Throughout the year, Mr. Hubbard has used each of my answers in his own way. For example, he never devotes class time to taking tests, or during labs and lectures he want his students to be completely involved. He talks to them during it to ensure their understanding.

Mentorship 3/14/2013

Madison and Xander stir their solutions.

By dunking a vial of soda into freezing and boiled water,
the students observed the carbonation fleeing from the drink.

Mr. Hubbard demonstrates the "fun" that students can have with
dry ice and warm water.

Randomly, Mr. Hubbard places the bucket filled with dry ice
on a students desk and lets it fog up the work space.

Mr. Hubbard observes as the students play with the carbon dioxide.

Rachael traps the gas and notes how it clouds up, waiting to be released.

Students prepare to do their labs alone. They are required to use their
books and materials supplied and figure out the lab with the instructions
given. 

Blog 11: Mentorship 10 Hour Check

1.   Where are you doing your mentorship?

Vineyard Church in San Dimas 

2.   Who is your contact?

Paul Hubbard 

3.   How many total hours have you done (total hours should be reflected in your mentorship log located on the right hand side of your blog like your WB)?   

13.5 hours 

4.   Summarize the 10 hours of service you did.

I sit back and mainly observe the class during lectures. During experiments I am with the students, asking questions to aid their learning and answering any that I can. 

5.   Email your house teacher the name of your contact and their phone number.    

Blog 1: Mentorship Component

Literal: Orange Elementary- 21 hours

Contact Information - Susan Stowell: (951) 736-3455

   
 • Set up Mrs. Stowell's 1st grade classroom

    • Assisted with organizing and recorded all paperwork for children's safety protocols

    • Helped students with writing and math worksheets

    • Assisted the teacher with any other tasks she needed done i.e. tearing and sorting 
out papers
• Created "Mountain Math" notebooks
• Read with the children and tested them on their books with an online program

    • Kept track of students. None died. I count this as a success

Questions:

    • Why would anyone work with children?

    • How do you apply and receive a teaching job to attain for over 20 years?

    • How does teaching high school differ from teaching elementary school?

    • What is the most effective way to communicate to your students the lesson plan 
for the day?

    • How do you maintain a peaceful classroom?

    • How do you appropriately deal with conflict that arises either with students or 
parents?
• What is the process in which to successfully create a lesson plan for a year?
• Are there techniques to maintain control in the classroom without losing your
patience?
• What are the main differences between teaching elementary school and teaching
high school? What drives a teacher to chose between the different levels?

Interpretive:

What is the most important thing you gained from this experience? Why?

I learned how to approach teachers and how to receive an opportunity to get service learning hours. Although I do not want to use teaching first grade as my topic, I did discover that I do want to do something under teaching; this project allows me to obtain experience for my future career.

Applied:

  How did what you did help you choose a topic?  Please explain.

I realized, after completing my mentorship component, that I never really want to leave school. I love teaching just not necessarily fond of little children. I love chemistry though so I believe that teaching high school chemistry would be an interesting topic for senior year. I have talked to Mr. Pang about it, and although I could not collect my 50 hours by helping him throughout the year, I have been able to be listed as a tutor to students, take a college level chemistry course, and contact college professors at Cal Poly to help in the stock room. I realize though, after many phone calls and scathingly painful email replies, that most teachers from other schools do not trust nor want to be reliable for a high school student to be around chemicals. My goal for next year is to find a teacher willing to let me become a teacher’s assistant so I can finish my service learning.