10/13/14
Ms Kim's House
Reading, Writing, Vocabulary
Monday I worked with PJ on some homework, we read a few pages out of a book and played a game. The homework was pretty similar to previous weeks so I knew what to expect even though some of the activities are kind of challenging. One assignment had us read three paragraphs about immigrants coming to America and then asked us what were two clues and the main theme of the writing. We filled out two clues and then I noticed printed upside down at the bottom of the page were the three answers. I didn't to draw to much attention to them, but I was able to read them and understand a little better what they wanted us to get out of the assignment and so now I had to help PJ get the answers too. This is the first time the answers like this have been an option and a tool for me to use, because before I had always been the student and to look up the answers, at the bottom of an assignment or in the back of a book, was considered cheating or not trying to figure out the problem for yourself. I didn't want to tell PJ that the second clue he had just written down was now wrong, but I decided that if we were going to do this assignment we should probably get the answers right, rather than having to re-do it again. Luckily I was able to get him to combine the first two clues into one, then we figured out the second clue and after reading some of the paragraphs again we came up with the theme in PJ's own words. It was kind of difficult and at times I felt like I was having to steer him in this one direction to get the answer, basically spelling it out for him, even though in our discussion he came pretty close to expressing the right idea on his own, it just needed to sound more like the answer provided for the sake of getting it correct. This was by far one of the most interesting predicaments I have faced in my sessions with PJ.
Monday I worked with PJ on some homework, we read a few pages out of a book and played a game. The homework was pretty similar to previous weeks so I knew what to expect even though some of the activities are kind of challenging. One assignment had us read three paragraphs about immigrants coming to America and then asked us what were two clues and the main theme of the writing. We filled out two clues and then I noticed printed upside down at the bottom of the page were the three answers. I didn't to draw to much attention to them, but I was able to read them and understand a little better what they wanted us to get out of the assignment and so now I had to help PJ get the answers too. This is the first time the answers like this have been an option and a tool for me to use, because before I had always been the student and to look up the answers, at the bottom of an assignment or in the back of a book, was considered cheating or not trying to figure out the problem for yourself. I didn't want to tell PJ that the second clue he had just written down was now wrong, but I decided that if we were going to do this assignment we should probably get the answers right, rather than having to re-do it again. Luckily I was able to get him to combine the first two clues into one, then we figured out the second clue and after reading some of the paragraphs again we came up with the theme in PJ's own words. It was kind of difficult and at times I felt like I was having to steer him in this one direction to get the answer, basically spelling it out for him, even though in our discussion he came pretty close to expressing the right idea on his own, it just needed to sound more like the answer provided for the sake of getting it correct. This was by far one of the most interesting predicaments I have faced in my sessions with PJ.
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