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Latino Student Fund

During the tutoring, I worked with the same student I've been tutoring for the past couple of weeks. We worked on the vocabulary, which he completed pretty quickly and even read the short questions out loud, while I read the long questions out loud; this shows that he's attempting to speak more English during the tutoring session. He also completed the timed reading, in which he read for one minute in English to see how fast and accurately he can read in English. Although he read slowly, he read accurately and sounded out words he didn't know how to pronounce. Finally, we worked on the math which he is really good at.

Gave 2.50 hours on 11/23/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund

I tutored, again, the same boy I've been tutoring for the past weeks. Today we were able to complete the math packet and the reading comprehension packet. He was able to answer all the math packet questions on his own, except for one question about telling time that confused him. He read the first paragraph of the short story on his own. Although he reads slowly and very quietly, it's understandable since English is not his native language. He continues to ask me how to pronounce a word when he doesn't know, which shows initiative to improvement. I read the rest of the story to him and allowed him to work on the questions on his own. I still read the questions and multiple-choice to him, but this time I let him answer the questions on his own then checked his answers when he completed the packet. When I did this approach, he only got 5/12 questions wrong. This is such a big improvement for him because before I used to translate the story and questions to him, now he rarely asks for translations.

Gave 2.50 hours on 11/16/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund

I really enjoyed today's session; the student was really engaged and productive during today's tutoring session. He worked on the vocabulary sheet first; I read the question and answer choices to him in English. He didn't ask for the translation into Spanish as he did before; he did ask for a few clarifications about the question. Then, he worked on math problems; he completed them on his own at a steady pace and answered them correctly. I was really excited that he read three paragraphs in English, out loud, all on his own. To me, this showed his willingness to push himself and expand his English skills. I finished reading the story for him and guided him through the questions, which he was able to answer with some translation and guidance to the reading again.

Gave 2.50 hours on 11/02/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund

In today's tutoring session, I tutored the same little boy that I've been tutoring for the past two weeks. Today, he wasn't as motivated to work on math, yet he still pushed through and completed about half of the packet. On the other hand, he was ready and engaged when working on the vocabulary worksheet. I read the question and choices to him and he was able to understand, without me having to translate from English to Spanish. I think that this is an improvement because when I first tutored him, I translated the question and answer choices. We also worked on the reading packet, but since he's still not comfortable with reading in English yet, I read in English and then guided him with answering the questions. I think that we've made progress because very little does he asks for translation to Spanish, compared to when I first tutored him. From what I've observed, he understands his grade-level English vocabulary, he's just not comfortable speaking or reading it. I enjoyed today's session because he was really focused and engaged.

Gave 2.50 hours on 10/26/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund

Today I had the pleasure of tutoring the same student from last week. Since he already knew me, he wasn't as shy and was much more engaged than last week. Similar to last week, I tutored him in Spanish because he's most fluent in Spanish than English. However, today I tried something new when working on the vocabulary; I read the question and multiple choice in English and he translated the choices to Spanish while I translated the question into Spanish. I was honestly quite surprised that he translated the majority of the choices correctly and very rarely did he ask for clarification in Spanish. This showed to me that he does know some English, he just may not be as comfortable speaking it. When working on the Math packet, he worked pretty quickly through it and had his own method for addition and subtraction. I did notice that he has trouble with telling time and the addition of money value. I like how he advocates for himself and asks me when I need to translate something from English to Spanish, it showed me he isn't afraid of asking for help.

Gave 2.50 hours on 10/19/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund

Today I worked with a second-grade boy; he preferred that we converse in Spanish since his English is limited. Although he was very shy at first, as we progressed in the tutoring session, he became talkative and more engaged. Based on my observations, since he's timid and reserve, he would have a hard time concentrating, which resulted in me giving him more prompting and guidance, which could also be because he's still very young. When working on the math, I had to provide him with direct step-by-step questions to answer the question, but for a kid in second-grade, he knows his addition and subtraction fairly well.

As a tutor, I have to adapt to the individual needs of each student, since they all have very different ways of learning and absorbing the information. He wasn't ready to read in English just yet and was very opposed and uncomfortable with speaking in English. Therefore, I read the story in English to him, but in small bits. After reading the story, I read the questions and answer choices to him and if he didn't understand I would repeat the question or translate it to Spanish. Although his English vocabulary is limited, he did surprisingly well in the vocabulary section, but sometimes I did have to provide extra prompting to focus.

I enjoyed today's tutoring session because it allowed me to use my Spanish to tutor because although I'm fluent in Spanish, I've never used it when tutoring. It also became visibly prominent that for Bi-lingual students, it's much harder to keep up in school because they may speak Spanish more at home and only English at school, so they may not necessarily have a balance between the languages. Having a fluent balance between two languages is essential because it allows the student to meet the academic standards in school and social life at home.

Gave 2.50 hours on 10/12/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund

For today's service, I tutored a 4th-grade boy. We worked on a vocabulary worksheet, math packet, and some of the reading packet. From what I observed in today's session, although the young kid is smart, he easily gets distracted and doesn't want to do work in a consecutive manner, he took various breaks after completing one worksheet. He quickly finished the vocabulary worksheet; he's very good at math but I did notice that he has difficulty with fractions and decimals, although he's very good at multiplication. I did notice, however, that he gets discouraged easily when he can't understand a problem or take a break when he wants, which was quite upsetting. Also, I observed that he doesn't really enjoy reading especially, out loud but to improve his reading skills, he needs that practice and encouragement so that he may become comfortable with it.

Gave 2.50 hours on 10/05/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund

In today's session, I tutored a girl in fifth grade. We worked on a math packet, a vocabulary sheet, and a reading sheet. Despite taking various short breaks in between, she was very excited to work on the vocabulary and got all the questions correct! She knew how to use her context clues and barely asked for help. In addition, she told me various times that she enjoys reading the most, so after vocabulary, she wanted to read the reading assignment given in her folder. While reading, I observed she read at a constant, diligent pace and did not have trouble with the vocabulary or pronunciation. She was much less enthusiastic about doing the math packet. While working on the math packet, she wanted to take more breaks because she said she didn't really like math, however, she has very strong math skills and knows how to multiply and divide very well for her age. I did notice, she needs to work on volume, triangles, and 3-D shapes more, but despite that, she's performing well in math. I enjoyed conversating with the girl because she was very kind and wanted to get to know my interest. As I asked her about her interests, I was able to build a foundation to build a relationship with her.

Gave 2.50 hours on 09/28/2019 with George Washington University, Latino Student Fund Tutoring, SOCY 2105 Social Problems in America
Latino Student Fund Tutoring

I tutored two Latino kids, a girl who is in 5th grade and a boy who is in 4th grade. While talking to them, they both mentioned that they don't like the testing that the school gives them. The girl said that the school tests them on subjects they don't know or have barely discussed in the classroom. The boy said that he felt the testing was redundant because they test for the same thing every time. Having heard this from the kids made me contemplate that standardized testing is currently not an effective approach because the students feel it's not an adequate representation of what they are learning in the classroom.

Today's tutoring focused on math, which consisted of multiplication, notation, area, decimals, and fractions. I definitely noticed that both kids were struggling with math because they don't know what they are doing and sometimes are guessing to find the answer. Although both kids are towards the end of elementary school years, they still don't know their Times Table, which is a big reason as to why they don't know how to multiply. I think that the school isn't adequately equipping them to understand how or why they solve a problem in a specific way. The lack of the school's part could be for a majority of reasons, such as underfunding of investment and unequipped teachers.

I definitely enjoyed working with the kids this morning because, although, it was relatively early in the morning, they were still very energetic and eager to get work done. Both students were very kind and respectful and weren't scared to ask for help or clarification on a problem which showed me that they are willing to ask for help and want to do better academically. The kids took snack breaks, which was fine because afterward they were very productive and were able to finish their math packets/ homework. I enjoyed my time tutoring this morning and am looking forward to tutoring again in the coming weeks.

Gave 2.50 hours on 09/21/2019 with George Washington University, SOCY 2105 Social Problems in America
DCTMI Canvassing and Training

The community service I did today brought me out of my comfort zone because I had to be confident when approaching strangers and informing them about the tutoring program. Walking up to strangers and speaking to them was scary but I found it rewarding to see that people actually wanted to sign up and do care about tutoring the students that need it most.

Gave 4.00 hours on 04/14/2019 with George Washington University