Pyramid of Education

1. Pyramid of Education By: Ayesha Jeter Rockefeller Brothers Fund: Fellowship for Aspiring Teachers of Color Summer Workshop August 2007

2. Overview • Educational background • Previous teaching experiences • Current summer project • Future plans • Questions

3. Educational Background • Attended The Chad School in Newark New Jersey. • Had my first student at age 3, my baby brother, who inspired me to pursue teaching • Began to take early childhood courses in high school • Currently studying Early Childhood Education at Howard University, Washington D.C.

4. Previous Teaching Experiences • Tutored peers in various subjects • Volunteered in after-school programs • Facilitated a multi-cultural Girl Scout Troop in Washington, D.C. • All teaching experiences took place in low income neighborhoods

5. Project Setting • Location - Lady Liberty Academy Charter School 23 Pennsylvania Avenue, Newark, NJ • Grades K – 6 • Low-income neighborhood • Summer school enrichment program headed by Kids Corporation • Founded in 1971 • The mission is “to care for children living in Newark, New Jersey through programs and services that bolster academic skills, promote healthy development and stimulate a love of learning.”  • Classroom – 10 male students, 7 female students, 2 teacher’s assistants, 1 certified teacher • Age – 5 to 6-year olds entering first grade in September 2007 • Student body – African American and Hispanic

6. Student Demographics • Terra Nova pre-tests provided insight into students’ areas of weakness • Students displayed various behavioral patterns and learning styles • At risk behaviors were observed • Potential ADD (Attention Deficit Disorders), students had minimal attention spans, inability to stay still and focused • Potential Dyslexia was observed with students writing letters and numbers as if they were writing the reflection of a mirror • Lesson plans were modified to meet the needs of these students

7. Summer Project • “Let’s Eat Healthy” was my integrated curriculum that incorporated nutrition into reading, mathematics, and science activities • Students studied the food pyramid to learn how to eat properly • Students exchanged dialogue on the foods they ate on a daily basis • Supplemental materials were given to the children and their parents to ensure this healthy cycle continued

8. Summer Project (cont.) • Students practiced skills and write daily to strengthen their skills • Provided structure to engage potential ADD students in the learning process and minimize inattentiveness • Daily Schedule • Rules • One-on-one support • Varied students learning process to include health, nutrition, exercise, fresh air, aquatics and socialization with trips to Kids Camp in NJ, Weequahic Park, Newark, NJ, Liberty Science Center, Newark Museum

9. Repairing the Pyramid • Problems encountered • The disappointing food selection • Breakfast served was doughnuts and juice • Students brought candy and potato chips from home for snacks • Many students did not eat the lunches provided • Solutions to the problems • Distributed healthy food cards to encourage students to try some nutritional snacks (i.e., carrots, apples, raisins) • Students designed flower pots and planted vegetable seeds (carrots, radish, string beans). from the food pyramid to give them hands-on exposure to healthy foods

10. Future Plans • Final week of camp provides physical examinations for the upcoming school year • Will administer Terra-Nova post-tests to compare results from the beginning of the summer • Will prepare a summary for parents outlining the importance of health and nutrition as it affects their children • Performance on exams • Behavior and socialization • Ability to remain focused on the task at hand • Will share students’ successes and progress with parents • Will wish students well as they embark on their mission to first grade

17. Questions At this time, I will share photos of students’ work and open the floor to any questions you may have. Thank you Ayesha Jeter