Monday, November 21, 2011

A little more sleep, a lot more education

By Caroline Seabolt

For the past month, I have been working with a kindergartener named Lynell who, at first, could not recognize his own name.  Lynell was incredibly sweet but was distracted and behind from too many absences at school.  He also does not sleep at night.  Constantly, the teachers in the classroom tell Lynell to “wake up” and to go to bed at a "good" hour.  But honestly, how much control does a kindergartener have over when they go to bed?  The other day when I was having trouble getting Lynell to focus, he responded that he was sleepy. I asked him what time he went to bed and he muttered “one in the morning.”  Unfortunately, I can’t tell whether Lynell is purposely not going to bed or his mother is keeping him up, but either way it is affecting his performance in school.  I’ve talked to some other tutors about this issue I’ve been having and they tell me that they encounter the same problem.  As DC Reads tutors, we educate parents on how to include literacy in their children’s lives outside of the classroom.  But what about getting enough sleep?  Do parents know how much sleep their child is supposed to be getting a night?  These types of facts are crucial to make sure children get the most out of their classroom experience.  I would suggest at our next literacy event, we stress the importance of sleep to parents so children, like Lynell, can finally come to school well rested and ready to learn.

Sunday, November 6, 2011

Reflection on TFA Founder Wendy Kopp’s Visit to Georgetown

By Allyson Lynch

I managed to snatch one of the last available seats in Copley Formal Lounge, which was filled with people waiting to hear from Wendy Kopp, Founder and CEO of Teach For America.  As someone interested in post-graduation work in education, I was beyond excited to be present at this event.  One topic brought up over the course of the evening related to the fact that many TFA teachers do not end up pursuing teaching as their permanent career.  This comment immediately caught my attention, because, were I to participate in a program like Teach For America, I would most likely end up in this group.  I have wanted to become a doctor since I was 12, so imagine my surprise when I came to Georgetown, joined DC Reads somewhat casually, and ended up just as engrossed and fascinated by educational issues as much as I was by the prospect of going to medical school...

Friday, November 4, 2011

Fall Fest!

By Caroline Seabolt

I love the idea of Fall Fest as a way for DC Reads tutors to strengthen our relationships with the children we help.  As a morning tutor, I do not have an individual tutee but have 20 incredibly cute kindergarteners at Kenilworth Elementary to call my own, so for me Fall Fest was more of a helping and observing experience.  The atmosphere was fun and celebratory of the fall and Halloween season. Kids dressed in full costume looks so genuinely happy with their tutors as they went to games, collected candy, and stopped at my booth.  I ran the table where kids would stick their hands in jars to determine which scary body part they were feeling, it was so fun to see their reactions!  

Facts That Will Shock You

By Bisi Orisamolu 

Yesterday DC Reads hosted a seminar with guest speaker Mr. Latham who had taught second grade for the past three years at Houston Elementary School. One thing in particular that Mr. Latham said was especially surprising to me. Someone asked the question of how and when it is determined whether a student should move on to the next grade level or repeat a grade. Mr. Latham revealed that in the DC Public School system, a student can only be retained in 3rd and 5th grade and only once. If the student has an Individualized Education Plan which is a program designed for special education students, then they cannot be retained at all. If a teacher would like to hold a student back in any other grade, there needs to be a special write up consisting of a lot of paper work that must be submitted and the consent of parents needs to be given. When asked how many kids he thinks are moved on to the next grade when they should be retained, Mr. Lantham answered all of them that are not at proficient. At Houston Elementary this would be about 60%. In a system where most of the kids are failing, it seems to only encourage the problem by making it so hard to fail.