Katelyn_TP_#15

On February 19th, I brought Zoe with me to observe how I tutored (little) Zoe. Unfortunately, she was difficult this day, and obviously did not want to focus—I think having big Zoe in the room was a distraction to her. She immediately wanted to show us her Disney signature books so we talked about Disney princesses for a bit, and then she showed us her costume closet, which has a Tinkerbell outfit, as well as cloths her talented mother has made her. We also talked about her hanboks, beautiful Korean dresses, and I showed her the photo of when I tried one on, too. Finally, I got her to cooperate and do a reading exercise, but she was difficult throughout the lesson. The story was about a multinational apartment block, which interested Zoe, and she read it willingly. For the exercise, she had to explain who each person in the photo was by using clues from the reading, and then explain how she knew. I thought it was a pretty good exercise, and would probably model an classroom lesson off this activity in the future. Most of all, though, it was surprising to see how quickly little Zoe’s mood and attitude changed when someone she was unfamiliar with was in the room. It was good practice though, I think, for a real classroom situation when a student is being difficult and refusing to focus.