Jaime CO2

On July 8^th I observed Michele’s reading class. The class was reading “See Spot Run” by Ellen Tashie Frisina. The story is Ellen’s recount of teaching her elderly (Greek immigrant) grandmother how to read in English.
Michele’s class was free and honest. The students felt comfortable asking her personal questions leading to a class discussion. She answered these questions but also made sure to keep the class on track with the exercise. Michele gave copies of the reading material to the students and also had a copy on the overhead. A worksheet with comprehension and critical thinking questions was also given to students. She reviewed new words such as stealthily by acting them out if students couldn’t guess the meaning. Michele read aloud during the reading, slowly, clearly, and with emotion- and this seemed to hold the class’s attention.
After the reading Michele divided the class into two groups and had them discuss and come up with answers to the worksheet. I liked that the subject matter was relatable to the students. Michele made sure to follow the schedule she had written on the board, but also allowed time for her students to take a break from the reading and ask a couple of culture questions. When students would start to stray and get caught up in talking, Michele would guide them back to the assignment. Michele also made sure to give feedback on the questions; such as one that asked why the granddaughter and not the daughters were teaching the grandmother English. Before answering Michele asked students, “ Why is this question being asked? Why is this information significant?”

Overall it was a very enjoyable reading class. I was impressed with how much respect the students hold for Michele, but also how comfortable they are with approaching her about questions that are a bit more personal. One of the things I can take from this class is how Michele carefully planned her handout for questions that went beyond simple comprehension and really demanded that students analyze the material they were given. By combining this handout with group-work Michele was able to have the students practice their speaking skills.