Park Elementary School Reflection
For this project, our class visited a local elementary school, Park Elementary School, and helped out however we could. This school has a group of bilingual students that have been having troubles in school, so my Spanish class offered to get matched to a Park Elementary kid and spend the day with them and assist them however we could. We had two visits to Park, each for a few hours. Those hours included us communicating in Spanish, playing games, reading books, and going to their normal classes.
On the left is us playing a game called ¿Es tu árbol? (Is this your tree?)
I got matched to a 4th grade girl named Michelle. Michelle and I have similar personalities, so it was easy to get along with her and explain things in a way that made sense to her. The first day we met, I was so nervous about having to talk in Spanish to someone that speaks Spanish as a first language. I ended up asking her for help with words I couldn't pronounce in the books we read, and I helped her pronounce and define words she didn't know. We mostly spoke in English, which was nice for me, although I noticed that she constantly switches between languages. For example, I'd ask something in English, and she'd reply in Spanish, or vice versa. This seemed to me more of a benefit than a flaw because it indicates she is fully bilingual in that her brain doesn't switch between languages but rather regards them as equals.
During our classes, I got to participate in music class, gym class, social studies, and math. Michelle seemed like any normal 4th grader, but she becomes easily confused. For example, in math, I was reading her the fraction “one quarter,” and she had no idea how to write that because she didn't see the connection between one quarter and one fourth. After she gets over those little blocks, she learns very quickly and has no problem understanding the content at hand.
In my time with Michelle, I learned that she has an older sister, about the same age as me, who dropped out of school, and a brother that did the same. What really struck me as odd was that she said it like it was no big deal. When I was growing up, it was unheard of to not go to school, but in her life, it was just another event. I encouraged her to continue her schooling, in which she told me her siblings had also instructed her to do the same. However, she also added she might have to stop going to school if her family needs help. This was a big contrast to the culture I grew up in where school was priority, not family. I now have a better idea why it can be difficult to persuade kids to keep going to school when they've grown up in a culture that doesn't regard school as highly as other things.
Overall, this experience went pretty well. I wasn't too excited at first because I don’t think I’m very good with kids. Whenever I babysit I have trouble relating with them or telling them what to do, but Michelle was great. I didn't have to worry about her running off and not returning or lying to me about what we were supposed to be doing. She likes to read, as I do, and wanted to do well with her school work. We both have the same intentions, but Michelle definitely has more obstacles to overcome. In 4th grade all I had to worry about was doing what the teacher told me, but Michelle has to worry about understanding what the teacher is saying and doing what the teacher says. I can see this becoming increasingly difficult later in life.
What I take away from this experience is that bilingual kids do need specific attention. When it's harder to learn because of language barriers, and when other cultures don’t regard education as priority, it’s easy to see why bilinguals drop out of school. However, with proper attention, these kids are ready to learn and can do great things. They just have to be given a chance.
On the left is us playing a game called ¿Es tu árbol? (Is this your tree?)
I got matched to a 4th grade girl named Michelle. Michelle and I have similar personalities, so it was easy to get along with her and explain things in a way that made sense to her. The first day we met, I was so nervous about having to talk in Spanish to someone that speaks Spanish as a first language. I ended up asking her for help with words I couldn't pronounce in the books we read, and I helped her pronounce and define words she didn't know. We mostly spoke in English, which was nice for me, although I noticed that she constantly switches between languages. For example, I'd ask something in English, and she'd reply in Spanish, or vice versa. This seemed to me more of a benefit than a flaw because it indicates she is fully bilingual in that her brain doesn't switch between languages but rather regards them as equals.
During our classes, I got to participate in music class, gym class, social studies, and math. Michelle seemed like any normal 4th grader, but she becomes easily confused. For example, in math, I was reading her the fraction “one quarter,” and she had no idea how to write that because she didn't see the connection between one quarter and one fourth. After she gets over those little blocks, she learns very quickly and has no problem understanding the content at hand.
In my time with Michelle, I learned that she has an older sister, about the same age as me, who dropped out of school, and a brother that did the same. What really struck me as odd was that she said it like it was no big deal. When I was growing up, it was unheard of to not go to school, but in her life, it was just another event. I encouraged her to continue her schooling, in which she told me her siblings had also instructed her to do the same. However, she also added she might have to stop going to school if her family needs help. This was a big contrast to the culture I grew up in where school was priority, not family. I now have a better idea why it can be difficult to persuade kids to keep going to school when they've grown up in a culture that doesn't regard school as highly as other things.
Overall, this experience went pretty well. I wasn't too excited at first because I don’t think I’m very good with kids. Whenever I babysit I have trouble relating with them or telling them what to do, but Michelle was great. I didn't have to worry about her running off and not returning or lying to me about what we were supposed to be doing. She likes to read, as I do, and wanted to do well with her school work. We both have the same intentions, but Michelle definitely has more obstacles to overcome. In 4th grade all I had to worry about was doing what the teacher told me, but Michelle has to worry about understanding what the teacher is saying and doing what the teacher says. I can see this becoming increasingly difficult later in life.
What I take away from this experience is that bilingual kids do need specific attention. When it's harder to learn because of language barriers, and when other cultures don’t regard education as priority, it’s easy to see why bilinguals drop out of school. However, with proper attention, these kids are ready to learn and can do great things. They just have to be given a chance.
Above are pictures of us in class and outside reading.