Post here your first internship report.

-- Anonymous, October 09, 2000

Answers

Internship Report #1

By Mindy Rubinstein Educ 321-01

Manhattan Center For Early Learning Head Tchr. and Spvr. Michelle Mazur 12:30-2:30 9/21/00

The Manhattan Center For Learning, is a place where young children with disabilities can receive an education, plus receive related services, such as physical, occupational, and/or speech therapies. There are also social workers on property that meets with each child weekly.

The class that I am observing, is a Pre-K class, with seven students, aged between three and four. Considering the class size, the room is comfortable and quite spacious. There is one Head Teacher, and she has three assistants.

Before I arrived for my first visit, I was prepared with some questions for Michelle. She happily took her time and answered them all. During this time I learned the childrens names, their perceived disabilities, the therapies they receive, how often they receive them, and her goals as an educator in her classroom. I had also asked her about the computer in located in the front of the room. Although I am first becoming familiar with computers myself, I felt I asked the appropriate questions. She told me that the software she uses has a U-Tech board and that she has a variety of programs, such as Reader Rabbit, Ed Mark-Preschool, 123s, and The ABCs, both by Fisher Price. She told me that the children could use the computer any time during free play or during quiet time. Sometimes during circle time, she has everyone around the computer, and they listen to and watch stories from one of her programs. Michelle told me that they all basically know how to use it and how they all seem to enjoy it. Considering that some of the programs run by touch-screen, it makes it even that more accessible to everyone.

I had also asked her how she felt about technology itself in the classroom. She feels that technology is very useful and very appropriate for children of all ages. Not only can it be easy to use, she feels that it really helps the children become involved in something, stay involved, and all the while they can be learning something. Michelle said that she also believes that it encourages children to share and work together and that she to reminds her students to use it.

While Michelle and I were having our discussion, the children were engaged in free play. When she was done answering my questions, I walked around the room to watch what these children were doing. Some were playing with tea sets while others were playing with puzzles and Legos. They looked happy and were very involved with what they were doing.

At 1:00, the Music Teacher arrived and she had everyone sit in a semi-circle. This was their Music Time. She took a seat in front of them and she took out her guitar. She began to sing traditional childrens song and encouraged them to sing, clap, and dance along when requested. After awhile, she handed them shakable instruments, so that they could play along with her. Several songs later, she proceeded to give every child an 8th note colored sticker. Much to everyones delight, she allowed everyone to strum the guitar, while she positioned her fingers on various chords. Some the children used one fingers while others used several to accomplish this. They all seemed to love the fact that they were creating music. The Music Teacher finished up her session with a closing song that had everybody join along.

At 1:45, the Music Teacher left and Michelle took over her seat. She asked everyone questions regarding the previous session and she asked them to identify the color of their 8th note sticker. She then introduced me to everyone and then they all individually said hello to me. Michelle then began an interactive singing name game. In this game, a child is chosen to begin. In this case, it was an adorable child named D. He sang along into a battery operated toy microphone. He then proceeded to then attach his name piece up on a yellow school bus board. ( There was Velcro attached to these boards and figures.) The next step of this game, was for D to choose the next childs turn by giving them the toy microphone. He seemed quite pleased with his accomplishment. This went on, until everyone has had a chance.

The next activity their teacher had them do, was an identification one. She had each child point to what month it was on the calendar, and everyone out loud said what it was. The same went for what day it was. For the number of what day it was, all the children counted up until the last attached number, twenty-one. The next couple of questions regarded the current season, the next season, and what year it was. Apparently, this was a daily activity, for mostly everyone knew the answers. Some however, only answered due to imitation, but mostly, they all had no problems participating.

After a few more songs, the children once again disbanded into free play. During this time, two of the assistants worked with a child each on an art project. Michelle asked me if I wanted to work on the project with one of her students, and I said yes. C washed his hands and we sat down next to each other. Here, we continued a project he started the day before. He had already painted a cut-out shaped apple, and he was to finish this project by decorating it. I placed the other material out in front of him and with some assistance, he finished his caterpillar resting on an apple design. Following this project, my time was up.

Overall, I found my visit quite enjoyable. All of the students seem to be very sweet, and I definitely will be looking forward to all future observations and any collaborations with them.

Despite Michelles conversation with me in the beginning regarding computer usage, I was a bit disappointed not seeing it being used at all during my time spent here. Before I left, she told me that next week I can sit with a student or students and work on a program with them. I shall be looking forward to that.

Manhattan School For Early Learning Head Tchr. and Spvr. Michelle Mazur 12:30-2:30 9/28/00

I arrived in the classroom just as the class was coming in. I said hello to everyone, including Michelle and her assistants. I received a greeting in return. After the children put their stuff in their cubbies, they began their free playtime. I reminded Michelle about what she said the previous week regarding the computer. She then asked B and D to show me the computer. B turned on the computer and inserted the disc. The program that B inserted was Fisher Price 1- 2-3. This program is intended for children aged between 3-5, so it definitely was age appropriate.

On this disc, there were some sing-a-longs and touch screen activities. The scenery was very colorful and the sound was very audible. At different times, I reached over to the screen to touch something to see what it does. This seemed like such a neat program.

After some time, there was a small crowd around the computer. They all wanted to try it out. Unfortunately, since there were so many students, Michelle thought it would be better if only a few students at a time were to actually use that program. seemed to be earnestly trying to follow along with the instruction, however B was more interested just clicking around. Several times I tried to get B to focus on what he was doing so that he too can properly follow along. It did not work out quite as I expected, though I am glad that I saw how some of the children used the computer and their reactions toward it. Hopefully next time, I can observe different children working on either the same program or on a different one.

Not that long afterwards, the Music Teacher showed up, and she rallied the seven students into a semi-circle, seated on chairs. She sat in front of them and began singing them some songs. She eventually handed out the instruments and this time, she had each child play their instrument individually while she played along on her guitar. After several more songs, the music session came to a close, and Michelle took over.

The Teacher greeted everyone, and once again she had everyone individually greet me by saying my name. She began her daily routine, by starting with the name activity and then going into the identification one. Everybody seemed to be having a good time.

During free playtime, once again art projects were also taking place. Once again I worked with C. In this project, children were to make a wind chimer without the chime. C happily designed a wide piece of white paper, with sparkles and colored cut-outs. After he completed this, I had him choose the color he wanted for his streamers. Later on during naptime, Michelle said she would roll them up into a cylindrical shape, staple them and then hang them up on a clothesline that stretches out to almost room length.

It was now 2:30, and it was time to go, so I said good-bye to every child and to Michelle and her assistants.

As I mentioned earlier, I was a little disappointed with my computer observation. It seemed that D really wanted to follow along, but B had other ideas. Next time, I will choose a couple of children who I hope will give me a better idea of this program and the usage of the computer itself.

Another thing that I would like to mention is the fact that in general these are good children. Most of them follow directions and pay attention. Despite their disabilities, they are able to work together peacefully and appropriately. I have observed lots of good sharing and a lot of smiles.

Manhattan School For Early Learning Head Tchr and Spvr Michelle Mazur 12:30-5:30 10/05/00

I arrived in the classroom shortly before everybody else, and when they did, their little feet and their little voices filled the room. I said hello to everyone and I waited patiently as they were getting settled. After a few minutes, free play began. I asked J and Cr if they wanted to show me how to use the computer. They both said yes. Cr went over to Michelle to get a program, and he came back with the same one from last week. J turned on the computer and inserted the disc. I helped her click onto the correct icon and we waited for it to load up. For whatever reason, it took longer today, than it did last time.

J seemed to know what she was doing, and she clicked onto the yellow bus when it appeared onto the screen. Pretty soon an activity popped up and the both tried to follow along. Soon after the characters began to sing, and they both sang along and moved to the melody. I watched them for a good fifteen minutes, until we had to stop the program because the Music Teacher had arrived.

The children took their seats in a semi-circle and waited for the Music Teachers instructions. She began her lesson, by asking the group to identify her instrument. An enthusiastic guitar response followed. Before she took it out of her case, she told the students that she will be giving them Thomas The Tank Engine bookmarks that they can color in class or at home, after her session.

Finally, she took out her guitar and had them sing along with her to a variety of sings, including a counting one. She then proceeded to hand out the childrens instruments and had everybody march around the room behind her, as she played a harmonica. They all had a blast doing this.

Following several more songs, the Music Teacher left, and Michelle took over. She asked her students what they did and if they enjoyed themselves. Most of them replied, and they were all positive answers. Two of the student who has a more serious disability had the teaching assistants sitting behind them to help them focus. This happens throughout the day, everyday. (One thing that I keep forgetting to mention, that at times during my last three visits, therapists have come to class to take a student or two at a time for a session.)

Michelle stuck to her usual routine, and she began with the name game and then the identification one. Following this session, the children resumed their free play. I asked C if he wanted to do another art project with me, and he said yes. I had noticed that there were apples cut in half and asked Ruth (one of the teaching assistants,) what they were for. She told me they were for painting. Ruth briefly described the project with me and then I proceeded to work with C. I had told him that each apple half was for a singular color so that he would not mix the colors. After he put paint on the apple half, he then pressed the paint side down on a piece of white paper. He used four different colors to achieve his design. I told him that it was beautiful and I then asked him what he was going to do with it. He told me that he was going to give it to his mother. I said that she was going to love it. That seemed to put an extra wide smile on his face.

After I helped him clean the paint off his hands, I said my good-byes, and left.

The more I spend time with this class, the more I enjoy myself. Despite their disabilities they seem like a smart bunch, and I love how they all more or less work and play together. I have also gotten quite attached to C. He is a remarkable child, and from what I have been told, he has come along way.

I was much happier with the computer time I had. The children that I chose truly seemed interested in the program and all that it can do. I came to the conclusion, that for every future visit I have in this classroom, I will make sure that some of the students will be doing one of the programs on the computer. It is the least that I can do.

Internship Report #1

By Mindy Rubinstein Educ 321-01

Manhattan Center For Early Learning Head Tchr. and Spvr. Michelle Mazur 12:30-2:30 9/21/00

The Manhattan Center For Learning, is a place where young children with disabilities can receive an education, plus receive related services, such as physical, occupational, and/or speech therapies. There are also social workers on property that meets with each child weekly.

The class that I am observing, is a Pre-K class, with seven students, aged between three and four. Considering the class size, the room is comfortable and quite spacious. There is one Head Teacher, and she has three assistants.

Before I arrived for my first visit, I was prepared with some questions for Michelle. She happily took her time and answered them all. During this time I learned the childrens names, their perceived disabilities, the therapies they receive, how often they receive them, and her goals as an educator in her classroom. I had also asked her about the computer in located in the front of the room. Although I am first becoming familiar with computers myself, I felt I asked the appropriate questions. She told me that the software she uses has a U-Tech board and that she has a variety of programs, such as Reader Rabbit, Ed Mark-Preschool, 123s, and The ABCs, both by Fisher Price. She told me that the children could use the computer any time during free play or during quiet time. Sometimes during circle time, she has everyone around the computer, and they listen to and watch stories from one of her programs. Michelle told me that they all basically know how to use it and how they all seem to enjoy it. Considering that some of the programs run by touch-screen, it makes it even that more accessible to everyone.

I had also asked her how she felt about technology itself in the classroom. She feels that technology is very useful and very appropriate for children of all ages. Not only can it be easy to use, she feels that it really helps the children become involved in something, stay involved, and all the while they can be learning something. Michelle said that she also believes that it encourages children to share and work together and that she to reminds her students to use it.

While Michelle and I were having our discussion, the children were engaged in free play. When she was done answering my questions, I walked around the room to watch what these children were doing. Some were playing with tea sets while others were playing with puzzles and Legos. They looked happy and were very involved with what they were doing.

At 1:00, the Music Teacher arrived and she had everyone sit in a semi-circle. This was their Music Time. She took a seat in front of them and she took out her guitar. She began to sing traditional childrens song and encouraged them to sing, clap, and dance along when requested. After awhile, she handed them shakable instruments, so that they could play along with her. Several songs later, she proceeded to give every child an 8th note colored sticker. Much to everyones delight, she allowed everyone to strum the guitar, while she positioned her fingers on various chords. Some the children used one fingers while others used several to accomplish this. They all seemed to love the fact that they were creating music. The Music Teacher finished up her session with a closing song that had everybody join along.

At 1:45, the Music Teacher left and Michelle took over her seat. She asked everyone questions regarding the previous session and she asked them to identify the color of their 8th note sticker. She then introduced me to everyone and then they all individually said hello to me. Michelle then began an interactive singing name game. In this game, a child is chosen to begin. In this case, it was an adorable child named D. He sang along into a battery operated toy microphone. He then proceeded to then attach his name piece up on a yellow school bus board. ( There was Velcro attached to these boards and figures.) The next step of this game, was for D to choose the next childs turn by giving them the toy microphone. He seemed quite pleased with his accomplishment. This went on, until everyone has had a chance.

The next activity their teacher had them do, was an identification one. She had each child point to what month it was on the calendar, and everyone out loud said what it was. The same went for what day it was. For the number of what day it was, all the children counted up until the last attached number, twenty-one. The next couple of questions regarded the current season, the next season, and what year it was. Apparently, this was a daily activity, for mostly everyone knew the answers. Some however, only answered due to imitation, but mostly, they all had no problems participating.

After a few more songs, the children once again disbanded into free play. During this time, two of the assistants worked with a child each on an art project. Michelle asked me if I wanted to work on the project with one of her students, and I said yes. C washed his hands and we sat down next to each other. Here, we continued a project he started the day before. He had already painted a cut-out shaped apple, and he was to finish this project by decorating it. I placed the other material out in front of him and with some assistance, he finished his caterpillar resting on an apple design. Following this project, my time was up.

Overall, I found my visit quite enjoyable. All of the students seem to be very sweet, and I definitely will be looking forward to all future observations and any collaborations with them.

Despite Michelles conversation with me in the beginning regarding computer usage, I was a bit disappointed not seeing it being used at all during my time spent here. Before I left, she told me that next week I can sit with a student or students and work on a program with them. I shall be looking forward to that.

Manhattan School For Early Learning Head Tchr. and Spvr. Michelle Mazur 12:30-2:30 9/28/00

I arrived in the classroom just as the class was coming in. I said hello to everyone, including Michelle and her assistants. I received a greeting in return. After the children put their stuff in their cubbies, they began their free playtime. I reminded Michelle about what she said the previous week regarding the computer. She then asked B and D to show me the computer. B turned on the computer and inserted the disc. The program that B inserted was Fisher Price 1- 2-3. This program is intended for children aged between 3-5, so it definitely was age appropriate.

On this disc, there were some sing-a-longs and touch screen activities. The scenery was very colorful and the sound was very audible. At different times, I reached over to the screen to touch something to see what it does. This seemed like such a neat program.

After some time, there was a small crowd around the computer. They all wanted to try it out. Unfortunately, since there were so many students, Michelle thought it would be better if only a few students at a time were to actually use that program. seemed to be earnestly trying to follow along with the instruction, however B was more interested just clicking around. Several times I tried to get B to focus on what he was doing so that he too can properly follow along. It did not work out quite as I expected, though I am glad that I saw how some of the children used the computer and their reactions toward it. Hopefully next time, I can observe different children working on either the same program or on a different one.

Not that long afterwards, the Music Teacher showed up, and she rallied the seven students into a semi-circle, seated on chairs. She sat in front of them and began singing them some songs. She eventually handed out the instruments and this time, she had each child play their instrument individually while she played along on her guitar. After several more songs, the music session came to a close, and Michelle took over.

The Teacher greeted everyone, and once again she had everyone individually greet me by saying my name. She began her daily routine, by starting with the name activity and then going into the identification one. Everybody seemed to be having a good time.

During free playtime, once again art projects were also taking place. Once again I worked with C. In this project, children were to make a wind chimer without the chime. C happily designed a wide piece of white paper, with sparkles and colored cut-outs. After he completed this, I had him choose the color he wanted for his streamers. Later on during naptime, Michelle said she would roll them up into a cylindrical shape, staple them and then hang them up on a clothesline that stretches out to almost room length.

It was now 2:30, and it was time to go, so I said good-bye to every child and to Michelle and her assistants.

As I mentioned earlier, I was a little disappointed with my computer observation. It seemed that D really wanted to follow along, but B had other ideas. Next time, I will choose a couple of children who I hope will give me a better idea of this program and the usage of the computer itself.

Another thing that I would like to mention is the fact that in general these are good children. Most of them follow directions and pay attention. Despite their disabilities, they are able to work together peacefully and appropriately. I have observed lots of good sharing and a lot of smiles.

Manhattan School For Early Learning Head Tchr and Spvr Michelle Mazur 12:30-5:30 10/05/00

I arrived in the classroom shortly before everybody else, and when they did, their little feet and their little voices filled the room. I said hello to everyone and I waited patiently as they were getting settled. After a few minutes, free play began. I asked J and Cr if they wanted to show me how to use the computer. They both said yes. Cr went over to Michelle to get a program, and he came back with the same one from last week. J turned on the computer and inserted the disc. I helped her click onto the correct icon and we waited for it to load up. For whatever reason, it took longer today, than it did last time.

J seemed to know what she was doing, and she clicked onto the yellow bus when it appeared onto the screen. Pretty soon an activity popped up and the both tried to follow along. Soon after the characters began to sing, and they both sang along and moved to the melody. I watched them for a good fifteen minutes, until we had to stop the program because the Music Teacher had arrived.

The children took their seats in a semi-circle and waited for the Music Teachers instructions. She began her lesson, by asking the group to identify her instrument. An enthusiastic guitar response followed. Before she took it out of her case, she told the students that she will be giving them Thomas The Tank Engine bookmarks that they can color in class or at home, after her session.

Finally, she took out her guitar and had them sing along with her to a variety of sings, including a counting one. She then proceeded to hand out the childrens instruments and had everybody march around the room behind her, as she played a harmonica. They all had a blast doing this.

Following several more songs, the Music Teacher left, and Michelle took over. She asked her students what they did and if they enjoyed themselves. Most of them replied, and they were all positive answers. Two of the student who has a more serious disability had the teaching assistants sitting behind them to help them focus. This happens throughout the day, everyday. (One thing that I keep forgetting to mention, that at times during my last three visits, therapists have come to class to take a student or two at a time for a session.)

Michelle stuck to her usual routine, and she began with the name game and then the identification one. Following this session, the children resumed their free play. I asked C if he wanted to do another art project with me, and he said yes. I had noticed that there were apples cut in half and asked Ruth (one of the teaching assistants,) what they were for. She told me they were for painting. Ruth briefly described the project with me and then I proceeded to work with C. I had told him that each apple half was for a singular color so that he would not mix the colors. After he put paint on the apple half, he then pressed the paint side down on a piece of white paper. He used four different colors to achieve his design. I told him that it was beautiful and I then asked him what he was going to do with it. He told me that he was going to give it to his mother. I said that she was going to love it. That seemed to put an extra wide smile on his face.

After I helped him clean the paint off his hands, I said my good-byes, and left.

The more I spend time with this class, the more I enjoy myself. Despite their disabilities they seem like a smart bunch, and I love how they all more or less work and play together. I have also gotten quite attached to C. He is a remarkable child, and from what I have been told, he has come along way.

I was much happier with the computer time I had. The children that I chose truly seemed interested in the program and all that it can do. I came to the conclusion, that for every future visit I have in this classroom, I will make sure that some of the students will be doing one of the programs on the computer. It is the least that I can do.

Internship Report #1

By Mindy Rubinstein Educ 321-01

Manhattan Center For Early Learning Head Tchr. and Spvr. Michelle Mazur 12:30-2:30 9/21/00

The Manhattan Center For Learning, is a place where young children with disabilities can receive an education, plus receive related services, such as physical, occupational, and/or speech therapies. There are also social workers on property that meets with each child weekly.

The class that I am observing, is a Pre-K class, with seven students, aged between three and four. Considering the class size, the room is comfortable and quite spacious. There is one Head Teacher, and she has three assistants.

Before I arrived for my first visit, I was prepared with some questions for Michelle. She happily took her time and answered them all. During this time I learned the childrens names, their perceived disabilities, the therapies they receive, how often they receive them, and her goals as an educator in her classroom. I had also asked her about the computer in located in the front of the room. Although I am first becoming familiar with computers myself, I felt I asked the appropriate questions. She told me that the software she uses has a U-Tech board and that she has a variety of programs, such as Reader Rabbit, Ed Mark-Preschool, 123s, and The ABCs, both by Fisher Price. She told me that the children could use the computer any time during free play or during quiet time. Sometimes during circle time, she has everyone around the computer, and they listen to and watch stories from one of her programs. Michelle told me that they all basically know how to use it and how they all seem to enjoy it. Considering that some of the programs run by touch-screen, it makes it even that more accessible to everyone.

I had also asked her how she felt about technology itself in the classroom. She feels that technology is very useful and very appropriate for children of all ages. Not only can it be easy to use, she feels that it really helps the children become involved in something, stay involved, and all the while they can be learning something. Michelle said that she also believes that it encourages children to share and work together and that she to reminds her students to use it.

While Michelle and I were having our discussion, the children were engaged in free play. When she was done answering my questions, I walked around the room to watch what these children were doing. Some were playing with tea sets while others were playing with puzzles and Legos. They looked happy and were very involved with what they were doing.

At 1:00, the Music Teacher arrived and she had everyone sit in a semi-circle. This was their Music Time. She took a seat in front of them and she took out her guitar. She began to sing traditional childrens song and encouraged them to sing, clap, and dance along when requested. After awhile, she handed them shakable instruments, so that they could play along with her. Several songs later, she proceeded to give every child an 8th note colored sticker. Much to everyones delight, she allowed everyone to strum the guitar, while she positioned her fingers on various chords. Some the children used one fingers while others used several to accomplish this. They all seemed to love the fact that they were creating music. The Music Teacher finished up her session with a closing song that had everybody join along.

At 1:45, the Music Teacher left and Michelle took over her seat. She asked everyone questions regarding the previous session and she asked them to identify the color of their 8th note sticker. She then introduced me to everyone and then they all individually said hello to me. Michelle then began an interactive singing name game. In this game, a child is chosen to begin. In this case, it was an adorable child named D. He sang along into a battery operated toy microphone. He then proceeded to then attach his name piece up on a yellow school bus board. ( There was Velcro attached to these boards and figures.) The next step of this game, was for D to choose the next childs turn by giving them the toy microphone. He seemed quite pleased with his accomplishment. This went on, until everyone has had a chance.

The next activity their teacher had them do, was an identification one. She had each child point to what month it was on the calendar, and everyone out loud said what it was. The same went for what day it was. For the number of what day it was, all the children counted up until the last attached number, twenty-one. The next couple of questions regarded the current season, the next season, and what year it was. Apparently, this was a daily activity, for mostly everyone knew the answers. Some however, only answered due to imitation, but mostly, they all had no problems participating.

After a few more songs, the children once again disbanded into free play. During this time, two of the assistants worked with a child each on an art project. Michelle asked me if I wanted to work on the project with one of her students, and I said yes. C washed his hands and we sat down next to each other. Here, we continued a project he started the day before. He had already painted a cut-out shaped apple, and he was to finish this project by decorating it. I placed the other material out in front of him and with some assistance, he finished his caterpillar resting on an apple design. Following this project, my time was up.

Overall, I found my visit quite enjoyable. All of the students seem to be very sweet, and I definitely will be looking forward to all future observations and any collaborations with them.

Despite Michelles conversation with me in the beginning regarding computer usage, I was a bit disappointed not seeing it being used at all during my time spent here. Before I left, she told me that next week I can sit with a student or students and work on a program with them. I shall be looking forward to that.

Manhattan School For Early Learning Head Tchr. and Spvr. Michelle Mazur 12:30-2:30 9/28/00

I arrived in the classroom just as the class was coming in. I said hello to everyone, including Michelle and her assistants. I received a greeting in return. After the children put their stuff in their cubbies, they began their free playtime. I reminded Michelle about what she said the previous week regarding the computer. She then asked B and D to show me the computer. B turned on the computer and inserted the disc. The program that B inserted was Fisher Price 1- 2-3. This program is intended for children aged between 3-5, so it definitely was age appropriate.

On this disc, there were some sing-a-longs and touch screen activities. The scenery was very colorful and the sound was very audible. At different times, I reached over to the screen to touch something to see what it does. This seemed like such a neat program.

After some time, there was a small crowd around the computer. They all wanted to try it out. Unfortunately, since there were so many students, Michelle thought it would be better if only a few students at a time were to actually use that program. seemed to be earnestly trying to follow along with the instruction, however B was more interested just clicking around. Several times I tried to get B to focus on what he was doing so that he too can properly follow along. It did not work out quite as I expected, though I am glad that I saw how some of the children used the computer and their reactions toward it. Hopefully next time, I can observe different children working on either the same program or on a different one.

Not that long afterwards, the Music Teacher showed up, and she rallied the seven students into a semi-circle, seated on chairs. She sat in front of them and began singing them some songs. She eventually handed out the instruments and this time, she had each child play their instrument individually while she played along on her guitar. After several more songs, the music session came to a close, and Michelle took over.

The Teacher greeted everyone, and once again she had everyone individually greet me by saying my name. She began her daily routine, by starting with the name activity and then going into the identification one. Everybody seemed to be having a good time.

During free playtime, once again art projects were also taking place. Once again I worked with C. In this project, children were to make a wind chimer without the chime. C happily designed a wide piece of white paper, with sparkles and colored cut-outs. After he completed this, I had him choose the color he wanted for his streamers. Later on during naptime, Michelle said she would roll them up into a cylindrical shape, staple them and then hang them up on a clothesline that stretches out to almost room length.

It was now 2:30, and it was time to go, so I said good-bye to every child and to Michelle and her assistants.

As I mentioned earlier, I was a little disappointed with my computer observation. It seemed that D really wanted to follow along, but B had other ideas. Next time, I will choose a couple of children who I hope will give me a better idea of this program and the usage of the computer itself.

Another thing that I would like to mention is the fact that in general these are good children. Most of them follow directions and pay attention. Despite their disabilities, they are able to work together peacefully and appropriately. I have observed lots of good sharing and a lot of smiles.

Manhattan School For Early Learning Head Tchr and Spvr Michelle Mazur 12:30-5:30 10/05/00

I arrived in the classroom shortly before everybody else, and when they did, their little feet and their little voices filled the room. I said hello to everyone and I waited patiently as they were getting settled. After a few minutes, free play began. I asked J and Cr if they wanted to show me how to use the computer. They both said yes. Cr went over to Michelle to get a program, and he came back with the same one from last week. J turned on the computer and inserted the disc. I helped her click onto the correct icon and we waited for it to load up. For whatever reason, it took longer today, than it did last time.

J seemed to know what she was doing, and she clicked onto the yellow bus when it appeared onto the screen. Pretty soon an activity popped up and the both tried to follow along. Soon after the characters began to sing, and they both sang along and moved to the melody. I watched them for a good fifteen minutes, until we had to stop the program because the Music Teacher had arrived.

The children took their seats in a semi-circle and waited for the Music Teachers instructions. She began her lesson, by asking the group to identify her instrument. An enthusiastic guitar response followed. Before she took it out of her case, she told the students that she will be giving them Thomas The Tank Engine bookmarks that they can color in class or at home, after her session.

Finally, she took out her guitar and had them sing along with her to a variety of sings, including a counting one. She then proceeded to hand out the childrens instruments and had everybody march around the room behind her, as she played a harmonica. They all had a blast doing this.

Following several more songs, the Music Teacher left, and Michelle took over. She asked her students what they did and if they enjoyed themselves. Most of them replied, and they were all positive answers. Two of the student who has a more serious disability had the teaching assistants sitting behind them to help them focus. This happens throughout the day, everyday. (One thing that I keep forgetting to mention, that at times during my last three visits, therapists have come to class to take a student or two at a time for a session.)

Michelle stuck to her usual routine, and she began with the name game and then the identification one. Following this session, the children resumed their free play. I asked C if he wanted to do another art project with me, and he said yes. I had noticed that there were apples cut in half and asked Ruth (one of the teaching assistants,) what they were for. She told me they were for painting. Ruth briefly described the project with me and then I proceeded to work with C. I had told him that each apple half was for a singular color so that he would not mix the colors. After he put paint on the apple half, he then pressed the paint side down on a piece of white paper. He used four different colors to achieve his design. I told him that it was beautiful and I then asked him what he was going to do with it. He told me that he was going to give it to his mother. I said that she was going to love it. That seemed to put an extra wide smile on his face.

After I helped him clean the paint off his hands, I said my good-byes, and left.

The more I spend time with this class, the more I enjoy myself. Despite their disabilities they seem like a smart bunch, and I love how they all more or less work and play together. I have also gotten quite attached to C. He is a remarkable child, and from what I have been told, he has come along way.

I was much happier with the computer time I had. The children that I chose truly seemed interested in the program and all that it can do. I came to the conclusion, that for every future visit I have in this classroom, I will make sure that some of the students will be doing one of the programs on the computer. It is the least that I can do.

-- Anonymous, October 10, 2000

Internship Report #1 there are 6 students present, they came and went. Seventh Period I have been observing in a RCT special Education class at P.35, Manhattan High School. Mrs. Fobbs, the teacher is in her first year as head teacher. Today when I entered into the classroom, I saw one student at the coumpter. He was working on a revision of a paper he had written earlier about, The Road To Independence. The aim of the lesson was,To Understand the History and Constitutional Foundation of the U.S.since 1865. Brian wrote about the French and Indian War. He also was kind enough to give me a copy of his work. Afterwards, Mrs Fobbs reviewd his work with him. Brian will later teach what he learned tto the rest of the class. However, first the teacher read a poem by, Langston Huges entitled, I Too. This poem was about the Harlem Renaissance Period. She read the poem with such feelings that he students really got into it. They asked questions about different verses,ex. Why couldn't he eat in the kitchen?

ON my next visit it was Brian's turn to present his report. He came to the front of the class, he read his typed coumpter report. Then the teacher asked him some questions,1. What stood out in your mind the most about your paper? Ans. I learned about the Boston Tea Party,and why they throw the tea overboard.Ques.2. Do you think that people should pay taxes and why? Ans.2. People should pay taxes to help other people in the world and the community. People can get food and shelter if they don't have it.That is what people should do. How would the like it if nobody did it for them when they needed it. This process will contiue until everyone has a turn to present their reports to the class. Second Period 2x Today, I observed another one of Mrs. Fobbs's classes. Here there were about 9 students, who came and went, finally there were 6 left. Here the students did whatever they wanted. Four of them where at computers, two of them were just playing around with kidpix 2. Another was in and out of an art works prograqm. While the fourth one. Tara was working on her future goals and a short story about her life. All of these students worked indepently on the computers wxcept for asking for correct spelling. They were helped by other students and were told to use the dictionary. I hope to see more teacher constructed computer lessons going on in the near future.

-- Anonymous, October 14, 2000

Red Apple Day Care Maria Santos September 28,2000 9:00A.M.

This was a Billingual Pre-K class,the primary language is Chinease When I arrived at 9:oo A.M the children were in a circle singing songs.Ms.Santos introduced me to the class and prompted them to say hello which they did. She explained to me that the kids do not speak English so it is sometimes hard to communicate with the kids. She does have an assistant who speaks fluent Chinease who assists her with the communication process; her name is Lee. The main objective for this class is for the children to learn how to speak Engish. So the director prefers for the children to be spoken to in English not Chinease which can be a problem according to Maria because she can't relate to them the way she would like too. During circle time Ms.Santos was introducing the kids to the Alphabet, Days of the week, shapes,and awareness of gender and body through songs. The lesson plan for the day was shapes. Ms.Santos began the lesson by reading a book about shapes. Then she encouraged the kids to paste shapes on paper and create a picture. She asked me if I'd like to be involved with the lesson and I told her yes. She then asked me to ask the children after the pictures was finished, "What the picture was?" She did not want me to ask closed ended questions because she wanted the children to articulate a response to the best of their ability. She then wanted me to write down their response on the back of the paper. The purpose of this lesson was for the kids to be creative without probing from anyone. I noticed the children for very curious to know exactly who I was, they could not keep their eyes off of me, I simply smiled at the kids and some responded by smiling back at me others turned their head away from me. Unfprtunately this class does not have any computers in the classroom or in the building for the children. I think this class would benefit from lessons on the computer. The teacher could create lessons around Vocabulary using programs such as Inspiration, or she could make use of the internet and have children look at the different things they may find in their house and describe it in English. That may be a cool way for them to make connections to very familiar objects. I find this class to be very interesting and I look forward to this internship.

-- Anonymous, October 22, 2000

Internship Report 2 Mrs. Fobbs's clsss 10-31-00 3rd pd. As I have stated earlier this is a special education class of SIE VII-VIII students. Most of them have very serious problems,e.g. (wards of the courts, on probation, etc.) Today when I arrived to the class there were 3 students working on computers. Germaynn was working on the (GME) encycolipida from the internet. After completing his search, he printed out his work. He made two copies and gave one to me. The other one was placed into the class reseach book hey made.The contents of the book tells of the Changes that Effect Technological Laws in America.Mrs. Fobbs has four different classes and they all contruibrate to the book.Most of the students are into doing the research and are amazed at the things they find out.The teacher encourages her students to read or explain to the rest of the class something they have learned from their research on the internet. Students came and went throughout the forty-five mintuines of class. 11-2-00 6th. pd.4-6 students, soft jazz plays in the backround as always.I see the students enjoy listening to it , even the ones who come into the room noisey. Lreceived several greetings from the class one student even told me that I was late. We laughed about it and I told him you know how the office is I couldn't get away. Despite all the mayhem that goes on they do make a person feel welcome.The teacher was preparing some paper work while the students worked independently. After about fifteen mintuines the teachger approached Quathisa and they began to work on the RCT pre-test booklet from the computer.There was lots of peer cooperative interaction going on around the room. There were some who played kid pix program making different designs and patterens that sprialed around and around. Class was flowing smooth and one child yells out across the room, Mrs. Fobbs I love you" and she yells back " I lve you too". Her class sometimes gives ypou that family feeling. Although, she could be a little high strung the kids seem to enjoy her class.Her students show her respect and she speeks to them open and honestly.About thirty mintuines have passed and two more students arrived. TRhey gave greeteings ,signed in and got their folders than began their work. Five more mintuines passed and two more arrived, they gave greetings and just sat around talking among themselves. Mrs Fobbs walked around the room observing and discussing the students work with them answering questions etc. She has stated that her 6th period class is her most productive group.AS she walked around the room she offered each person a piece of hard candy.

11-3-00 5th pd. 7 students Music playing. Two students playing kid pix. Most of the time it was the same 2-3 students that were playing the game.You couldn't play it until after you assignment was finished. In the front of the room the teacher was playing a game of scrabble with 3 students. There was a lot of discussion going on and helping one another. they used a dictionary to find out if they had a real word or not.They even asked me from time to time about the correct spelling of a word.Another sat quitely with his head down on the desk. One boy while playing scrabble tried to start up some nonsense with the quite student. Some not so polite words were exchanged and the teacher and I put a stop to it. The calminess was once again over the room, ten the bell rang to end the period.

-- Anonymous, November 05, 2000