Kindergarten 1-29-14

Today I was working on J’s superpowers. But first I had to get him to work.

I skipped last week. We were behind at the library. Too many bins to check in and not enough people. It is a privilege to get to tutor. The only way I get to keep this privilege is to make sure things are covered at work.

Work was the last thing on the minds of V and J today. I asked V if she wanted to work and she said no. That is fine with me. I’m extra. I’m not ever going to insist on them working with me. It is all optional. If one doesn’t want to work, then that leaves more time for another who does. That’s simple enough.

However, I am going to insist that if they are with me, they are going to work. I had to spell that out to J today. We did fine for a little while, but then he started to get wild. I can adapt a little. Adapting is part of tutoring kids at different levels. But at some point there isn’t a way to make whatever the child has decided to do with the assignment into actually learning. At some point it is more noise than signal. At some point I have to redirect.

Sometimes I have to redirect at several points.

J was drawing “fireballs” before we went to the tutoring area today. I asked him about them and found out that the fireballs are not from a dragon, they are from him. He is a very active child. Active is a nice way of saying violent. This child throws, pushes and hits everything. Half the time I’m with him I’m trying to get him to calm down long enough to work on the lesson. Five year olds have a lot of energy but he has more than most. I worry about him.

He told me today that reading isn’t fun. I told him that is just because he doesn’t know how to do it yet. I told him that reading is an awesome superpower, trying to tie into the fireballs he was working on earlier. I’m trying to get him to see reading as a real superpower, one that is even better than throwing imaginary fireballs. I pulled out the instruction sheet I got from the teacher today and pointed out that because of reading I know what the teacher wants me to work on today. I pointed out it is like having a super secret spy language.

He isn’t buying it, but I’ll try again. I feel this might work.

Kindergarten 1-15-14

Sometimes I feel like I’m Annie Sullivan with Helen Keller when I tutor. This is especially true these days when I work with V. Sometimes it isn’t about the assignment. It is about just getting through it.

I remember the story of how Annie Sullivan, on her first day as Helen Keller’s tutor didn’t manage to get anything done except make her sit still long enough to eat her meal at the table. It took hours, but it got done. Somehow she had taught her how to be human, just a little bit, and not a wild animal.

All V wants to do is play, and paint, and draw. For that matter, that is all I want to do too, but that isn’t the purpose of school. I’d love to spend all day making jewelry and writing, but that doesn’t get the bills paid. I have to go to work. “Work” for a five year old is kindergarten, and she’s not doing very well.

She is cheery, at least. Seeing her still in school is a plus too. But darn if she will focus.

I was disheartened when I saw my assignment and the supplies today. Not only was there nothing new, but something we should have been long past was there. It isn’t that I don’t want to work with the “Insta-learn” board. It is a perfectly fine way of learning letters and sounds and words. But the words are just three letters, and they are getting used to it. They pick out the words they want to do. It shouldn’t be hard for them by this point. We shouldn’t need it.

But then I realize I’m putting “should” in there. It is what it is. We aren’t in a race, right?

Well, in a way, we are. How long until first grade? If they don’t have their letters and sounds down by then it is going to be really hard for them. First grade isn’t about playtime and painting at all.

I used to really worry about the students when they were slow to get it. I worry a little now, but I also realize that it isn’t me. It’s them. They have to do the work.

Work is the last thing V wants to do right now. She wants nothing to do with the letters. Today the only thing that we accomplished was getting her to complete an assignment The class had been working on short i and long i today. They had a sheet with pictures on it, and they had to cut out the pictures and glue them to a sheet of paper. One side was for words like pie and kite, and the other was for words like mitt and pig.

V’s sheet was very colorful and very messy and very wrong. And not finished. We had to finish that before we could do anything else. I soon realized that there was no way we could fix what she had already done because of how well she had glued down the pieces. We had to start over from scratch.

She wanted to color the pieces again. I said no, because I knew that for the dead end that it is.

It was painful, and it was an uphill struggle. She didn’t get the point of the assignment. She also kept trying to distract me, and thus delay doing the work. She would point out other things in the hallway. She pointed out her teeth (the front two are missing now). She noticed my new glasses. She noticed everything except what the assignment was. I’ve started to recognize the look she has when she knows that she is trying to divert attention. It is intentional. She isn’t ADD. She’s clever. But, she’s five, and I’m 45, and half of my job is trying to get her to understand that she has to learn how to read, and that reading is amazing and fun.

It is really hard sometimes. I don’t remember being five. I’ve never had children. I don’t know all their tricks, or remember how they think. I tutor, in part, to learn this. I like that I get to borrow them for a few hours a month.

After we finished the assignment she took it to the teacher and she exclaimed how wonderful it was that it was finished. I tried to use that as a springboard to encourage her to finish other assignments. We’ll see if this seed produces anything useful.

In the meantime, she waded through the rest, and tried to distract me more, and didn’t want to focus. I have two other students to work with, so I decided to cut it short. I don’t have time to play around, and it isn’t fair to the others to skip them. She wasn’t interested in going back to class either, and tried to “stick” to her chair. I’ve had three years now of similar encounters, so I know the answer is just to keep repeating my request until the student knows that I’m not kidding.

The other two were equally iffy about working. Maybe it was because of the long break. They’d had Christmas and New Year’s off, and then a little extra because the really cold weather we had meant a water pipe burst in the school the week earlier.

We’ll try again next week.

Kindergarten 12-18-13 – Holiday

The order today that I was given was J, S, and V. I chose V first because I didn’t get to work with her last week.

She is missing her front two teeth now. This seems early. Doesn’t that normally happen between first and second grade? I’ve heard that children are physically maturing sooner these days. The theory is that it has to do with all the hormones they feed cows and chickens. We eat that meat, we get those chemicals.

V was a superstar today. She was very quick at finding the letters. She wanted to work with the Insta-Learn board that we had worked with for the past month but it wasn’t in my basket today. In fact, there was nothing I recognized in my basket today. I’ve been tutoring kindergartners for three years, so it is a big deal to say there was nothing I recognized. Half the time I have to figure out the goal of the supplies in the basket. Having familiar supplies makes this easier.

There is always a goal. There is always a purpose to the different bags and boards in the basket that the teacher prepares for me. If I can figure out the goal, then I can figure out how to get there. It is kind of like writing a sestina. If you know the ending words to the poem, the poem virtually writes itself.

V did amazingly well, and I told her so. She beamed. I love seeing her smile, and I feel that she doesn’t smile that much at home. I didn’t even ask her about her Christmas plans because I’m just not ready to hear the stories she was going to tell me. She makes up stories about her home life all the time, because the reality is just too much. Or, rather, it is not enough.

If the average everyday home life is hard, Christmas is going to be impossible. I can’t help this. I can’t fix it. So I didn’t ask. I didn’t want to remind her of the train wreck that was coming in a week.

It is like when I was taking care of my Mom when she was terminally ill. I was in college and I didn’t want anybody asking me how she was doing because it meant I had to stop and be real for a bit. It meant that I had to take off my “everything’s fine” mask and show how much pain was underneath. Sometimes the kindest thing was for people to not ask and just pretend along with me that all was normal.

Interestingly, she did talk about a holiday – but it wasn’t Christmas. She was telling me about her Halloween costume. (a pumpkin) J later told me about his Halloween costume as well. (Robin, and his Dad will be Batman). So they know something’s coming, but they’ve got it mixed up. Or maybe they have it better figured out than we adults do. Christmas done with costumes and lots of candy might be a lot better.

We played with the supplies, V and I, working with letters and colors and numbers. We had a few moments of normal, and it was nice. Even I forgot about how different and potentially awkward Christmas is going to be for me this year. Somehow we created a little oasis for both of us.

We went back to the room and J caught my eye and waved his arm to work with me. Sure – why not? Now, this means I’m going to make sure I work with S first next time. They all seem to want to work longer with me this year, so I’m not getting to as many students as in the past. I feel they are trying to monopolize my time, and that isn’t fair to the others on the list. I try to redirect but there is only so much you can get a 5 year old to stay on target sometimes.

Half of my time with J was spent trying to get him to be gentle and calm. He threw the letter dice rather than rolled them. He jumbled all the letter cards and tossed them like leaves. A lot of time was wasted with him having to pick items up off the floor that he had dropped by being so exuberant. Or is it manic? He was also a bit loud, and I had to remind him that there were other tutors just down the hall. The teacher tells me he hasn’t made any friends, so I’m trying to work on the most socially off-putting behaviors as well as teaching him how to read.

Not having ever had children, I’m sometimes at a loss on how to work with them. But, I’m learning, and the biggest thing I’m learning is that each one is different. So even if I figure it out, the next student will surprise me.

Sometimes I dread going into the school to tutor. I never know what I’m going to be doing and how it is going to go. Usually I remember to pray beforehand, and that helps. It reminds me that God is always in charge, and whatever happens is whatever is meant to happen. It also reminds me that God is always with me, even when I feel lost and alone.

Kindergarten 12-11-13

What a difference a little time makes. My order this week was J, S, and V, but V was out because she had to go to the doctor’s office. That is too bad because I wore the necklace that she inadvertently designed.

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It is all stars and hearts. They are sparkly, too.

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Not my style, but I think I need to get back in touch with my inner kindergartner. Maybe I’ll wear it again next week. I am a little concerned that she will want it. If I give a present to one, the others will get jealous. It is bad enough that some of the kids are upset that I don’t work with them. Today S asked me if I would buy him a Christmas present and I had to explain the concept of being fair to the other kids.

Plus, it is rude to ask for presents. But then, if you don’t ask, you won’t receive.

I had J first and boy was he excited. Maybe his enthusiasm is part of why other students ask me if I’m going to work with them. He pumps his arms and whoops when I call him to go to the tutoring desk. He acts like he just won a huge prize. Maybe he did. Who doesn’t like a little personal attention? Sometimes the teacher will assign a student to me who doesn’t need help with schoolwork. Sometimes all they need is a little one on one time with a person who cares.

It is too bad that J’s enthusiasm didn’t last long. He did very well for a while but then wanted to go back to class soon because they were working on math. Now that I think about it, numbers have been his favorite since the beginning. It is good findings something that can build up his confidence, but he has to nail reading too.

There are workarounds for not being able to read at all, but he doesn’t show signs of needing them. He does show signs of neglect, however. I get the impression that his parents don’t spend time with him. His hair always looks dirty and unbrushed, and he is a little wild. He seems to have a hard time controlling his reactions – they are a little over dramatic and agitated. He also is noticeably behind on his speech. It is very hard to understand him. He has been going to a speech therapist but I’m not seeing improvement. At times it seems like it is getting worse. I wonder if he acts like he needs specialized help because he just wants attention – since he isn’t getting it at home.

I worked with S for a while too. It is amazing to see a child who is being raised in a non English speaking home do better than one whose parents speak English. He does well with vocabulary and his letters, and it is heartening to see how confident he is getting. His speech reminds me of another Hispanic child from last year. It isn’t quite English and it isn’t quite Spanish, but he is very enthusiastic about it.

I finished early because V wasn’t there so I stayed to help with the math centers. They had a bunch of fun ways of learning about numbers and shapes. If math had been that fun when I was in school I might have liked math more. The students had to work with partners and one of the girls asked me to work with her. She has asked me to work with her every week, and remembers that I was there helping her the first week of school. That is pretty amazing for a kindergartner. Usually they don’t remember very well.

It is part of what makes the books hard for them. They can’t get the pattern. Page one. “See the bear. The bear can climb.” Page two. “See the squirrel. The squirrel can climb.” After we have gone through all the other animals that can climb I’d think they would get that the only word that changes is the animal, and there is a picture of it on the page. Nope. It is all a surprise every time. Books for five year olds are very short on purpose. I wonder how much of that is to keep the reader from pulling out her hair because they are so simple.

There was a bit of a wrestling match over who would get to have me as a partner. J wanted me, but I pointed out to him that we had already worked together so I needed to work with someone else. He was having none of that. Now, I’m not going to be monopolized, and I actually do want to see how the other kids are doing. I’d like a sense of perspective.

The teacher came up with a good plan. I could go around and check their work, instead of pairing up with them. She’s very good at plans like this. I think part of what I go there for is to learn these lessons. I think I might have missed some life lessons when I was five. It is a good idea to fill in the gaps.

Soon it was time for them to get ready to go out to play. It was a little cold but sunny, so they put on their costs. I put on my coat as well because it was time to leave. S saw me with my coat on and asked if I was going outside to play with them. I said I was going to lunch and he looked sad. I’m a little sad too. Why don’t adults get a regularly scheduled playtime?

I think that and a nap would do us all a world of good.

Kindergarten 12-4-13

There was no school last Wednesday. It was Thanksgiving break.

Today there was a substitute teacher. Fortunately the regular teacher had left the supplies I needed and instructions. I’d managed to get there a little earlier so I had time to figure out what the game plan was before rather than during the session. Sometimes I get there and I have to figure it out as I go. Sometimes it doesn’t matter even if I get there early and study the plan, because the students have their own agendas.

Today I had S, V, and J on the list, in that order. I’ve asked the teacher to put them in the order I need to work with them, and usually I go with that. I still don’t know why she puts S on my list because he does fabulously. Today was no exception.

I had the old standbys and some new items today. I had the foam alphabet board, the letter tracing cards, and some books. I also had these colorful laminated folders with old fashioned library check out envelopes inside. I had quickly flipped through them but not really studied what was inside. I figured that I’d learn it along with them.

S chose the foam alphabet board and quickly was able to find every letter that I asked for. It is so amazing to watch them grow! He did well the last time I worked with him but this was remarkable. I realized we could move on and quickly switched to the stack of folders and had him pick one. He chose the red one. I looked inside and it looked a little hard.

There were the standard library book card pockets, but instead of letters inside them there were pictures of items. The student needed to name the item ( works on vocabulary) and then figure out what letter the word started with and match it to the letter on the library pocket. That is a huge step. That is going from a sound to a letter. Last time we were working with matching capital letters to lower case letters. Even that was hard. This seemed impossible.

Never say never. S did fabulously. This is even more amazing since he was tired. He told me that he had stayed up late playing with toys. We read two books together afterwards.

When I say “books” I mean these little paperbacks that have maybe eight pages at most, and each page has less than ten words. They are the very essence of a quick read. They are easy and they give the children a sense of accomplishment and keep their attention.

I sent him back and went to get V. She too did very well with the foam alphabet board so we switched to the red folder.

J was sent by the teacher to take a note to another teacher, so he passed V and I in the hall as we were working on the red folder. He stopped, looked at what we were doing, and said “Her doesn’t know how to do that so good.”

I wasn’t sure what to respond to first. A) it is grammatically incorrect. B) it is rude. C) it isn’t true.

She was doing very well, and I said so. I wanted to make sure I defended her and set the record straight. I decided that was the most important thing. I didn’t say what I was thinking. I bet that she could do that exercise far better than he could.

He asked me if he was on my list and I said yes, but it depended on whether I had time or not. He looked at V and said “Hurry up!” There is no hurrying this – I’ll keep them as long as they will work with me. Well, or until the class goes out to recess. I didn’t get to work with J today because we ran out of time. In a way I’m glad. I don’t like to reward rude behavior.

I try to space them out and make sure that I can get to all of them, but I’m also interested in quality over quantity. I find it amazing when I remember that when I started tutoring three years ago I’d have five or six on my list. I was there for the same amount of time. I don’t know how I did it. Perhaps these really need more work and attention. I do know that there is another tutor so the teacher can spread out the students. I also know I get the lowest performers.

There are two little girls who look at me with longing eyes every time on Wednesdays. They ask me if I’m going to work with them. They will most likely never be on my list – they don’t need me. I try to get across the idea that I don’t make the list, but I don’t want to get across the fact that they should be grateful they aren’t on my list. The ones on my list are the ones who are the lowest of the low when it comes to performance. The teacher hypes up the fact that the ones on the list are lucky that they get to work with me, so these girls want to get in on this. The teacher hypes it up because she wants the kids I work with to get excited rather than think it is a remedial action.

It is exciting to learn, and I am grateful that I somehow have the ability to get inside their heads and help them get the missing parts. I’m grateful I get to see them grow and develop. While I wish that I’d get to work with a larger variety of students like I have done in years past, I also realize that I’d probably get frustrated going from one who works at a second grade level back to one who works at a pre-K level.

Kindergarten 11-20-13. Authority figure and progress.

I pray before I tutor. I pray because I think it is a holy obligation to teach children. It is important to raise them well and be a good influence on them. It is important to model good behavior. They need to be shaped. Everything I say and everything I do is being watched by them and it is important to set a good example. I pray that God is able to work through me to help them.

I pray that I’m able to reach them. I pray that somehow I’m able to get in their heads and find the key that unlocks the door. I’ll try anything. It doesn’t matter how they learn, just that they learn.

Today I worked exclusively with V. S and J were on my list but I didn’t get to them. S really doesn’t need me and J took most of the hour last week, so I decided to take him last. It isn’t fair to V if I can’t work with her as well. I’d also heard from the teacher that she was failing her performance tests so it was really important to focus on her.

When I came back to the class with V and they were lining up to go outside, J saw me and had a very sour expression. He really wanted to work with me and it just didn’t happen. There’s only so much I can do in an hour, and since she was doing well, I decided to stay with her. After my time there, he ended up getting to work with Liz, who is another tutor and a friend from yoga class. He was a little dismayed that he didn’t get me, but he still got a tutor. I think he really wants individual attention. What he really needs is for his parents to step up to the game and work with him at home. That may not happen.

V did very well with matching small letters with their capitals. She was also able to quickly tell me what the letters were for most of them. This is a huge improvement over last week. But then we hit a snag. We went to the “insta-learn” board, the one with the orange tiles and the interchangeable letters. I didn’t expect her to match the sound of the letters with the name of the letter, but I did expect her to find the letter after doing so well with the first game.

Roadblock. Full stop. She started trying to find the letter the way J does, by singing the alphabet song until she came to the letter. Except unlike J, she didn’t even start with her finger on the letter a. She would start with a random letter like k. Like J she still couldn’t find it with this method.

Then we switched to the foam board with the letters that push out. It was as if she was back doing the first game. She did it very well. I’ll never know why one version of the alphabet works one day and another doesn’t, but I’ll take it.

The note that the teacher gave me said that she needed to work on numbers. The teacher had a special bin just for her. There was a box of plastic penguins, frogs, and fish inside. They were small and in different colors. Just because we are learning doesn’t mean we can’t have fun with it. Learning is easier if it looks like a game. She did OK with this but she got distracted a lot. She was telling me a lot of stories about her home that I don’t think were true. They sounded a lot grander than the stories the teacher is telling me. I think it is important to listen to her, but also important to get her to stay focused on the task at hand.

Since she was getting distracted, I asked her several times if she wanted to work on something else or go back to class. The kids will sometimes wear out before I think they have, and it is good to ask. When I first started tutoring I didn’t know this. After about 20 minutes of really intense one on one work their eyes start to glaze over and they get fidgety. They are ready to go back to class but they don’t know it yet. Or they don’t know they can ask. There are certainly rules that they have learned about how to interact with adults and other authority figures. Asking for what you need isn’t usually on that list.

I don’t want to be seen as an authority figure. I put the higher chair in front of the table for them and the lower one to the side for me. This way I’m at the same height. I don’t want to be above them because I think that gives a wrong signal. It sets up a hierarchy, and that is certainly something I don’t want to do.

Something that is very important to me is that the children I work with have a sense of control. I’ll ask them what they want to work with first. I’ll ask them if they want to continue or go back to class. I’ll ask them if they want a book at the end of the session. Then if they do want a book, I’ll ask them to pick the one for us to read. Now, sure, I’m in charge. If they start not paying attention I’ll try to get them back. If they want to work on something that is really for another student (as in it is beneath their ability) I’ll dissuade them.

The most important thing for me to remember is that I’m there for them. They aren’t there for me. Sure, I get a lot out of it. Sure, I enjoy teaching them and watching them learn. I feel really blessed that I was there when a girl “got” how to read last year. But they are the ones who need me. I’m there to help them, and helping them isn’t just about learning letters and numbers. It is also about helping them be happy human beings.

I’ll go back in two weeks. Next week school is out because of Thanksgiving. I look forward to how much they have changed. Tutoring is like watching plants grow. Every week there are new signs of growth to appreciate and celebrate.

Kindergarten 11-13-13. Baby steps and baby birds.

I’m behind on my tutoring stories. Turns out if I don’t write about it that day, I don’t really make time to write about it because there are other things going on.

Last week I had the same three children. I took them in a different order than on the list and I need to remember to not do that again. I need to take V first and J last. If J had his way he’d monopolize my time and I wouldn’t get to the other two.

I’m only there for an hour. It is all the time I’m allowed. There is a great cut off at the end of my time. They all line up for recess. This is useful because it isn’t as if I’m just leaving, or cutting them off. They are going outside and that is important to them.

It makes me think that we adults need to have recess scheduled into our workdays.

J still uses the alphabet list as a crutch. It is like he uses it as a cheat sheet. If the alphabet is in front of him and I ask him where the N is for example, he starts at the beginning and goes all the way through to the end, missing the requested letter every time. This time he was at least aware that he missed it. This is becoming very frustrating for me. There is no way he can get any further if he does not learn his letters soon. Having to start at the beginning every time is going to take forever. I wouldn’t mind it so much if it worked, but it doesn’t.

I decided to try something different. I have letter flash cards to use, and randomly pulled out a card. I asked him to name a letter. He nailed it. I tried another one. Again, success. So in the context of all the letters in order, he is lost. Perhaps it is overwhelming. Perhaps it is too much choice.

It is kind of like teaching colors to a child who is colorblind but doesn’t know it. He can’t tell me what is wrong because he doesn’t have a sense of what is right.

We played the Dora alphabet game and he also could find the letters when they were randomly in the box, but could not tell me what letter he had landed on the board. It was a little tricky to even get him to play the game because he decided it is girl’s game. It may be, but it is a great game to teach the alphabet, colors, numbers, and how to play a game, and these are all things he needs desperately.

At some point he mentioned that he had a bath last night but not today. Five year olds are masters of random statements. I thought about it. His hair is always a little wild. I thought it was just his style, but then realized that five year olds don’t have style. Things are done to them and for them, and I’m getting the impression that he’s not getting enough care at home, like he is an afterthought.

I worked with S and he was a delight at usual. He is very easy going and is doing well on his letters. I don’t think he needs my help, but the teacher keeps putting him on my list. She seems to have really concentrated my job this year. In the past I would work with a random assortment of up to eight different kids. This year I’m getting the same three.

Then I worked with V. Life is hard for her at home. We didn’t work on much for school. What I worked on was building up her spirit. She is so sad and reserved these days. Her work, which was already behind the average, has gotten worse. So I played the Dora game with her and exclaimed about how much I look forward to playing this game with her, and that I really appreciate that she plays it with me. I mean every bit of it. I am desperate for her to stay in school, because school is the only way out of a terrible home life.

Being able to read makes the difference between depression and delight. It makes the difference between poverty and prosperity. It turns ignorance into intelligence.

Reading is the way out.

If I can encourage her to stay in school and learn how to read, she has a chance. But she has to do the work. That’s always the way. I remember my reaction with my first group of students from three years ago. One just was having the hardest time with everything, and he just didn’t seem to care. A blasé kindergartner isn’t the greatest. It is pretty sad, even. But it wasn’t up to me. I brought my energy and my enthusiasm and my skills, and he had to do the rest. If he wanted to just drift through, barely making it, that was his choice.

It is like they are all baby birds. I want them all to fly high, but there will always be some that never have the confidence or strength to leave the nest on their own.