Journal--Week 7 (Personal Teaching Philosophy included)

Journal #31
February 14, 2012

Today’s class we were able to apply some of the teaching methods regarding vocabulary. We were assigned to come up with a vocabulary lesson either in our major or minor; then we would teach this lesson to a small group in our class.
My group consisted of Todd, Michael, and myself. We were the lucky ones who got to figure out the Smart Board and teach using it. I have to say that I did not expect to gain anything from today. I guess I felt like I heard the information from Dr. Gowans on how to teach, so why do I need to watch two guys teach. However, I was presently surprised when I walked away with new information, new ideas, and a better understanding of different teaching methods.
Within all three vocabulary lessons I learned something new (yes, even my own)!
• From my own, I learned that I need to be more aware of the words I choose. Two of my words were very similar—lugger and lubbers. Both boys had a difficult time remembering which one was which.
• From Todd’s, I learned that it is important to know exactly what you expect each student to know. He had very long definitions, but he was able to point out key words for us to recognize and match with the pictures he had.
• From Michael’s, I learned the importance of examples. He had several vocabulary words dealing with the pace of music. However, he did an awesome job of having us clap out the tempo, then speeding it up and slowing it down. With his examples I was able to connect to the word more easily.




Journal #32
February 15, 2012

“And the test of great teaching is not merely the dissection of truth. It can also be the ability and the willingness to package that truth and deliver it to the people who need it most” (James C. Howell).
As we study the state curriculum and gather our objectives, I cannot help but imagine what I want to teach and how I am going to apply all of this information to the students at Wahlquist. This quote popped into my head as I was doing my alignment assignment. Trying to come up with assessments to go with my objectives was not a difficult task—yes it took a few hours to make sure I would be reaching as many students as possible. It took time to make sure I was covering the necessary information and that it correlated with the textbook and what my cooperating teaching has asked of me.
However, while I was writing the assessments all I could think about is—what I choose needs to show me how to improve. What assessments can I do that will show me what students need more help understanding? What assessments will show me if the students are grasping the material and being able to apply it to their lives? Again, this quote by James Howell to me means that I cannot just give assessments and leave it at that (this being the truth); I must then reassess my teaching methods and teach it in a different way so the students who did not understand it the first time can grasp it in the end.




Journal #33
February 16, 2012----Personal Philosophy


My philosophy of teaching is rooted from my philosophy of learning. I believe education is one of the most vital things a person can acquire. Learning is the purpose of life and it comes from experiences you encounter. Through different experiences and situations I will create within my classroom my students will gain a better understanding of how to work with others, how to learn through different methods, and most importantly they will learn what they are capable of.

I believe each and every student has the potential to bring something unique and special to the world. I will help the students to develop their potential by believing in them as capable individuals. I will assist them in discovering who they are, so they can express their own opinions and nurture their own ideas. I have a vision of a world where people learn to respect, accept, and embrace the differences between us, as the core of what makes life so fascinating.

Every classroom presents a unique community of learners that varies not only in abilities, but also in learning styles. My role as a teacher is to give my students the tools with which to cultivate their own gardens of knowledge. To accomplish this goal, I will teach to the needs of each student so that all learners can feel capable and successful. I will present curriculum that involves the interests of my students and makes learning relevant to life. I will incorporate themes, integrated units, projects, group work, individual work, and hands-on learning in order to make my students active learners. Finally, I will tie learning into the community to help my students become caring and active members of society.

My classroom will be a caring, safe, and equitable environment where each student can blossom and grow. I will allow my students to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles. By showing my students how to become responsible for themselves as well as their own learning, I am giving them the tools to become successful in life, to believe in themselves, and to love themselves.

Teaching is a lifelong process of learning about new philosophies and new strategies, learning from the parents and community, learning from colleagues, and especially learning from the students. In order to instill my love of learning into my students, I will continue my education and share my experiences with my students; and through my example I hope they too will discover how invaluable education truly is.




Journal #34
February 17, 2012

There are two things we discussed in class today that have already made my mind race with ideas. They are simple teaching strategies that engage the students---Active student response and I do, we do, you do.
As I have started to slowly get my lessons together, I noticed I already incorporated these two concepts without even realizing it. Within my unit on nutrition one of the state curriculum requirements is that students know how to read/ recognize items on a food label. While writing up my alignment assignment I used the “I do, we do, you do method” to instruct them on how to read a label. Also, for active student response I have included in my lessons that students will do choral response to some of my questions and my vocabulary lesson. I feel that the ASR is so easy to incorporate, because I believe to be a teacher who continues to assess every step along the way, you need the see or hear responses.
I also found the behavior methods fascinating—it opened my eyes up to new possibilities and things I did not think of encountering. One thing is clear, it is important to have classroom rules with consequences, but it is also important to follow through with them.

Journal--Week 6

I have really enjoyed writing these informal journals for my class. They remind me of the things I am learning and how I can apply them to my future career! They won't mean much to anyone that reads my blog, but they mean a lot to me.






Journal #26
February 7, 2012

It is interesting to think back on my own education and about how I was personally taught. I often remember sitting in class having to write down everything the teacher said or wrote on the board. We were never given lessons on how to properly take notes—it was not until college that I taught myself, because I was struggling to keep up with my professors.
The need for teachers to help students learn how to take notes or follow an idea is imperative to their learning and understanding; students will learn more efficiently if they knew the basic outline for notes. So, as a teacher how can I implement note taking with my students?
There are many options for taking notes, but the ones I have really come to love are the ones that do not feel like taking notes—students often feel as if they are drawing or even jotting down ideas verses note taking. Here are two of my favorites:
• Mind mapping (sometimes called spider webs). Students start with a main idea in the center, they branch off with the key elements---for example the digestive system would be main idea, my branches would be the mouth, esophagus, intestines, etc… and then the students branch off the key elements with things like the function of the mouth, the importance of the mouth in digestion, etc…. This is a great way for students to quickly review material, but they have organized thoughts
• Guided-notes: this helps to pin-point exactly what I as a teacher expect my students to know and understand. I feel guided notes provide students the opportunity to listen more intently to what is being said, instead of rushing to write down everything.


Journal #27
February 8, 2012

I was born in the mid-eighties, growing up technology started to become more available. In my schools we always had computers, calculators, overhead projectors, and other forms of technology available to us if we needed it. While I am grateful for the technology I had, I am a bit jealous of the opportunities students have now.
The world is changing to a fast paced environment where in order for students to be successful, technology needs to be available to them. Looking within classrooms now they have LCD projectors, Document Cameras, Smart Boards, iPads, and so much more—this advance in technology is only bettering our students. With this new technology we are able to interact with students more freely. The students are able to come forward and participate in our lessons. Students with any disability can now work within the classroom with these new accommodations.
As I learned how to use the Smart Board today, I was amazed at the depth of possibilities I could explore with it. From simple lectures all the way to using games for review. I started using the program for an assignment in Dr. Gowan’s class and I am thrilled at how much more I can include, that the students can actually engage with me in the lesson, and I can get direct feedback of their understanding.









Journal #28
February 9, 2012


Students who are second language learners often struggle with understanding what teachers are actually saying. Some nod their head as if they understand, but more in likely they did not grasp anything. Dr. Crawford stated in today’s class, “When providing instructions to students—you (the teacher) are demonstrating the road map to mastery. Prior knowledge and understanding will increase the mastering of your objectives.” So, as a teacher, how can I help second language learners truly understand what I am saying?
The most important thing as a teacher I can do for second language learners is bring clarity and meaning to my lessons. How is a student going to know what something is, if I do not help them see it, hear it, and then do it? Creating lessons in the English class or Health class setting could be difficult for a second language learner. They may feel overwhelmed with the terminology or even the extensive reading that takes place in both classes.
I feel in these cases using props would help extend their understanding. Take for instance in a English class---if we were discussing adjectives I could explain that an adjective is a word that describes a noun. Ask the students to explain again what a noun is---person, place, or thing. One of my favorite examples of adjective is to take an object and have the students start to explain it. For a second language learner, they may not understand what is going on—that is where the prop comes in. For class that day, I could bring in some popcorn (the noun). Ask the students to smell, feel, look at, and taste it (the adjectives). Then ask them to describe it, I would get responses such as: buttery, yellow, salty, round, warm, crunchy, white, yucky, soft, good, etc… In this instance all students are able to use their five senses and connect with the lesson.

Journal #29
February 10, 2012

As I read through an article today about gender equality, the questions that keeps coming to mind is---why is it so important for gender equality? Why would Dr. Crawford want us to understand gender equality?
Gender equality is important in several different ways. In the article I read there was a study done that showed, “teachers call on boys more frequently than girls; teachers give boys more extensive feedback; teachers punish boys more severely than girls for the same infractions; and in mixed-sex groups, boys take leadership roles and girls defer to their decisions.” What ends up happening is students start to give up. They feel that there is no point to try if they are not going to get the credit they deserve or are going to be treated differently. So, what can I do as a teacher to ensure gender equality in my classroom?
• Make sure you have concrete rules. Having rules established for all students will guarantee you will not discipline students differently.
• Avoid pitting girls vs. boys in classroom competitions—allow genders to work together.
• When calling on students, ask higher-level questions of both girls and boys. A great tool to use is the “tongue depressors in the jar trick.” Write each student’s name on a tongue depressor, then place the sticks in a jar or decorated coffee can. When questioning or prompting students, reach in and choose a stick and call on that student to respond. This will ensure everyone is on their toes and that all students have the same opportunity to be called on, regardless of gender
• Encourage students equally---girls can do science and math, boys can do sewing classes and art classes.
Journal #30
February 13, 2012

My experience at Wahlquist was actually memorable and something I want to keep note of. Mrs. Tippets had another guest speaker to discuss the importance of refusal skills. The speaker began by asking students to identify pictures (they were funny and caught the students attention—an EMT body with an alligator head= Gatorade). Once she had the student’s attention she split the class into two teams.
Team A chose three people to represent them and vice-versa with team B. These three people each took a turn---the first person rolled a die, whatever number it landed on that particular student needed to do the task she had on the board (sing a song, lead team in cheer, act like an animal, dance, etc….). If they completed the task on 1st roll- 10 points, if they didn’t like the task and rolled again points went down and if they chose not to do the task they received zero points. They continued to play until all three players went on each team.
The interesting thing about this game was what the teams did. One student rolled and had to sing a song—this particular student refused. However, their team started to yell and scream “just do it”, “it isn’t that bad”, and “I would do it if I was up there”. The teams were not instructed to do this; they did this on their own. These students were displaying peer pressure. The guest then proceeded to discuss with the students the importance of refusal skills and ways to refuse things.
I enjoyed today, because it showed me that simple examples can show students the task at hand I am trying to accomplish. By engaging the students within the first five minutes I often will have their attention the rest of the class time. This is defiantly an activity I would like to keep in my files to refer to in future situations.

Journal--Week 5

Journal #21
January 31, 2012
How does one motivate students within the classroom? As teachers we have the power to motivate students. What I learned in today’s class was that assessment is a form of motivation; it allows students to see where they started, where they are, and where they can go.
So, as I sat in class I tried to think of several ways to implement motivation within my future classroom and in the classroom I will be working in at Wahlquist. To begin I think it is important to get to know the students—how they learn, how they understand things, and how they apply that knowledge. With the students at Wahlquist, I think I have my work cut out for me. These students have no boundaries or expectations. To initiate motivation students need to know what is expected of them. Then as the teacher I feel that I can praise them for doing what is right. These particular student have not had a teacher who has encouraged participation or progress, so I think they will push at first, but then devour the praise and confidence building.
Ways to motivate students at Wahlquist Jr. High School:
• Show students YOUR excitement for learning and for school
• Encourage each student individually and do not compare them to others
• Provide students with positive feedback
• Allow students to voice opinions on subject matter when appropriate, then thank them for their comment---students were often dismissed when giving answers during observation
• Allow students to improve on assignments—if not to satisfaction, allow them to revise or redraft the assignment
• Help students make connections to daily life and school learning
• ABOVE ALL—LET STUDENTS KNOW YOU CARE FOR THEM and THEIR LEARNING.





Journal #22
February 1, 2012

In Dr. Crawford’s class we began with a simulation activity. It is called “Number the Rose Petals” We were given brief instructions—count how many rose petals there are in the group. Dr. Crawford rolled some dice (1 red, 1 yellow, 1 blue, 1 green, and 6 white) he quickly said how many rose petals there were and picked up the dice.
As this simulation continued one student caught onto the game, Dr. Crawford praised him and told him he was his “honor student”. I was concentrating so hard that I began to get frustrated. Throughout the simulation, Dr. Crawford would make comments like: “it has never taken a class this long to catch on”, “It’s not that difficult”, or the worst one “we should just quite cause you won’t get it”---which only infuriated me more.
After only two people understood the game, he eventually shared how to do it (making me feel extremely dumb for not catching on). However, after the simulation we discussed what happened and how we felt. The more I have thought about this simulation the more I come to realize the type of teacher I want to be.
Often as teachers we assume students understand or we are crunched for time and move on. What ends up happening is students begin to give up—on their selves and on school work. Students with disabilities or ELL students may not be able to keep up with the pace you are moving. It is the teacher’s responsibility to make sure ALL students comprehend.
I also learned that it is important to watch what you say to students. What a teacher says or does can help a student determine how much effort is expected from them. Motivating students to do their best and then improve on their best is going to build students confidence, it is going to show them that not only do you care for them, but you want them to be successful in life. I need to remember this simulation and how it made me feel, so that I can look for students who are exhibiting the same characteristics I was---frustration, feeling dumb, not wanting to try anymore, and eventually giving up.
Journal #23
February 2, 2012

Is it important what educators have students do, say, and hear? Absolutely, it was interesting to learn today that students only retain 10% what they read, 20% what they hear, 30% what they see, 50% what they see and hear, 70% what they say, and 90% of what they say as they do things. As I sat listening to the instructions being given, I could not understand why a teacher would not want to make their classroom one in which students retain 50-90% of what they teach.
What are some ways that I can incorporate different learning styles into my classroom? I think it is important to first find out what learning styles your students have. This can easily be done by taking a survey. Once I know how each student learns (visual, audio, kinesthetic) they I can gear my lessons to accommodate as many students as I can. Some methods of including the most students would be:
• Use a PowerPoint presentation while still relating the information verbally
• Provide hands on experience, such as a lab assignment
• Partner work, have one student read and the other follow along, then have them switch rolls
A classroom that has different learning styles is a classroom in which students are engaged in learning.




Journal #24
February 3, 2012


What is your guiding principle as an educator?
I have thought about my guiding principle many times, but it is hard to narrow down to one factor that I find important. As an educator I want my students to learn as much as possible, I want them to have a strong desire to learn, and I want them to enjoy learning. On the other hand I want my students to learn important characteristics of a human being within my classroom—the importance of being on time, of being truthful, the importance of hard work, and how to work with others.
I guess what it boils down to is I want my student to learn---for me education is the most important thing within my classroom. Along with education they will learn valuable lessons (some they may not even know they are learning and some I may not even know I am teaching). I feel that as long as students are making a conscious effort to learn, understand, and participate within my classroom then I am making some mark in their life.
How I view education is as an adventure—you do not always know what is around the corner, some days the jungle is difficult while others feels like you are walking through a field of daisies. There are days you feel like you are trying to slay a dragon and days when you are the dragon. As the educator I feel as if I am the treasure map—helping, guiding, and showing them the way. If they do not use the compass correctly they will be lost. When the adventure is all said and done, if you have put forth your best effort, worked as hard as you could; then there is this amazing self-accomplishment.
Education is one of the most important things a person can hold in their back pockets.

Journal #25
February 6, 2012

It was another observation day at Wahlquist Jr.; I have to say I was a bit hesitant to go. The last time I was there the class was out of control. However, today ended up being a really good day; Mrs. Tippets and I talked about me walking around to get to know the students better. This taught me a valuable lesson and new ways of applying discipline.
Mrs. Tippets had a guest speaker, Mercy, who discussed personality traits. As Mercy was talking many of the students were getting frustrated, because they did not understand the big words she was using. I decided this was the time to walk around the room. It was interesting to see how quickly the dynamics of room changed. Students who were continually talking stopped, students started to pay attention more, and students started to ask questions.
My observation showed me that standing in the front of the classroom only allows for students to mess around. If I walked around the room while teaching, students are less likely to “goof-off” because they don’t know when I will be standing next to them. I also observed the importance of respect. By simply showing each student some respect they will show it in return. I didn’t yell at them or ignore them; I acknowledged each and every one of them. One student in particular had a paper monster he had made, he kept making Yoda noises. Mrs. Tippets decided to ignore this behavior, the problem, it was disrupting others. My decision was to simply give this student options---you can put that in your binder or I can hold on to it until the end of class. This student surprised me when he said, “will you hold onto it, I will be too tempted to play with it” from that moment on he was the quietest he has ever been.

Journal--Week 4

Journal #16
January 24, 2012

We continued learning about the core curriculum today and how to use it with our lesson planning. We discussed the objectives once more and truthfully I feel much more confident in the material than I did yesterday.
It is interesting to think of these core curriculum objectives in the way that we have, but I have come to see that it will benefit me in the long run. The importance behind coming up with a main concept to further explain what the students will learn is outstanding. Not only will it benefit the students in seeing what they will be learning, but will help keep me on task of what I should be teaching.
I enjoyed breaking apart the core curriculum verbs and content today as well. It showed me that there are so many ways to perceive the curriculum and teach it in a way that will engage, but also teach the students properly. Finding the right spot on Bloom’s taxonomy is difficult; however, it was proven today that they all do not fit in one particular spot. That is up to the teacher’s point of view what they want from the student.
The most important thing I am taking away with today—is the importance of teaching students from different angles. It is important to not just ask them to identify or remember something, but to take it a step farther. Ask students to create or analysis something further. Have them compare the understandings that they have listed. This allows students to get a more well-rounded education, but also is a way of assessing the student’s understanding of key concepts.



Journal #17
January 25, 2012

I read an article from Educational Leadership for Dr. Crawford’s class that has stuck with me this past week. In this article it discussed how learning is connected to culture.
While reading the article I kept asking myself, why is it important that an educator recognize their student’s culture? Does it really play that much into effect? The answer simply is, yes! I have learned some key ideas from this article that I hope I remember throughout my teaching career.
Each and every student learns differently, not only because that is the way we are made, but we all grow up in different environments. These environments, our culture, shape and mold us into who we are. I have come to understand that I need to assess my students in the beginning of the year, to grasp what type of learning styles they have. Then as the educator it is my responsibility to engage each student by implementing different teaching strategies.
In the article it discussed different ethnic cultures and the way they have come to learn. While I already knew many of these ideas, it was a nice reminder that some students learn through oral experiences and so I need to include collaborative work within my classroom. I should try to engage each student and push them to new experiences as well. If classroom expectations are limited by my own culture, then I am going to stop the successful learning from other cultures. If I only teach according to the ways I learned best, then again I will impede successful learners who may share my cultural background—I am keeping them from growing. It is important to find that balance.
By using information about culture in my classroom I am going to be able to promote diversity in all aspects of the school. This task is not going to be easy, it will take time and planning, but it can be done!

Journal #18
January 26, 2012

Yesterday in Dr. Crawford’s class we discussed the four axioms of multicultural education. They are: multiple perspective, multiple voices, equal co-existence, and cooperation.
I believe that all four of these axioms are needed within the classroom, not only to make sure students understand the material, but to provide an expanded educational opportunity. There are many times I have been in a classroom where students are not allowed to voice their opinions, share their experiences, or offer their insight. These classrooms are difficult environments to learn in, they provide tension and uncertainty for the students.
As educators I believe it is our responsibility to allow students to share in the teaching process. Who knows what someone might say or offer that will allow for another student to connect with the material. There are many ways in my content area that students will be able to voice insight into the material. In English, the opportunities are endless—have students give opinion on the novel or poetry, ask students to write about a certain topic, have students present on a certain topic. All of these different ways will open new understanding and may spark the mind of someone else.
My classroom is going to follow these four axioms, because a classroom that allows multiple perspectives, allows multiple learning opportunities.

Journal #19
January 27, 2012

In today’s class, a discussion on group work came up. Is group work effective for students? Is group work something I would incorporate within my classroom?
Growing up I have always been a bit OCD when it came to school work—my work had to be the most organized, the best idea, and the best grade. I worked hard on everything that was handed to me and I expected those around me to do the same. Unfortunately, it did not always work out that way. Often, I ended up doing all of the work (mostly because I couldn’t relinquish the OCD in me). As I got older (high school and college) working in groups has become easier. I have learned to step back, allow others to give input, and help with creating the project.
What I have learned from group work is cooperation, understanding, hard work, trust, and most importantly that I do not have to always be in charge. As a teacher I want to instill these same characteristics into my students. I want them to experience working in groups—it broadens there thinking and understanding. I strongly believe (now, not so much when I was a kid) that group work is pertinent in students learning.
I will incorporate group work as much as possible into my classroom, because it is a building foundation for when they are older. Throughout school students will learn to work with different people—something they will face in the real world. They will learn to give and take—something they will need to do in the real world. They will learn to be accepting of others thoughts, ideas, and suggestions---again, something they need to know for the real world. Group work is and will be something that guides my classroom.


Journal #20
January 30, 2012

I learned to very important lessons today while observing Mrs. Tippets at Wahlquist Jr. High School—the importance of watching what you say and discipline.
My observation began with Mrs. Tippets stating “these two classes are very difficult and often out of control”. What she fails to realize is that her classrooms are this way due to her lack of discipline. The class was loud, disruptive, and quite frankly out of line. This made me a bit nervous to think I would be having these students in the near future.
Having a classroom that has rules, guidelines, and expectations is so valuable. I learned that within my own classroom I need to be straightforward with the students in the beginning. If I am not then my classroom will run like Mrs. Tippets. I do not want the type of classroom where no learning is actually taking place. The students were so interested in their friends, I am sure that the students did not learn one thing today. My classroom rules need to be short, but to the point—In seat by the time bell rings, mouth closed when teacher is speaking (unless called upon), no put-downs, be an active listener, and show respect (no only to teacher, other students, but to self).
The other big thing that caught my attention happened in the last class today. There is a particular student in the class who has a lot of energy. He gets up out of his seat, wanders the room, and likes to be the class clown. Students started to make comments regarding this student, what shocked me even more was when the teacher made comments as well, “we don’t want to know what goes on in so-and-so’s mind” or “so-and-so you are too much”. Whenever this particular student raised their hand to give an answer, the teacher would either pass over them or when student would give answer the teacher would be “ummm okay” and move on (even though answer was on task. This bothered me a great deal—the student was trying his best to participate even though he was having difficulties.
The teacher failed to realize she was part of the problem, the other students fed off of her emotions and attitudes towards this particular student. Within my own classroom, I do not ever want to be the teacher who encourages her students to make fun or put-down another student. It is important as educator to be away of the way we treat each individual student. I want my classroom to be a place of comfort and safety, where all students feel accepted and open to sharing.

Journal--Week 3

Journal #11
January 17, 2012

I never realized as a student how many different assessments and test that can be given to students—just to see where they stand on reading levels. The last few sessions with Dr. Gowans, we have been discussing the different assessment tests—how they work, when to give them, and who to give them to.
I have found it most interesting when she gives us the test. I have never been a strong reader and have actually feared reading in front of people. That is actually one of the biggest reasons I decided I wanted to teach junior high English. When I was in school my teacher humiliated me in front of my peers, since then I have struggled with reading. I guess you start to give up after being told so many times you are not good.
In today’s class, we began by reading an article in a low oral voice. As I started to read the article I was fine, but was struggling to connect the dots. As Dr. Gowans started to walk around the room and listen to us read, I became nervous. I actually thought I was over this part of my life; I have worked hard to overcome the fear that has built up through the years, so it surprised me that I struggled with some of the words when Dr. Gowans stood next to me.
As I have reflected on this activity we did, I am reminded that each student is at different levels. There may be students who feel the same way I felt today in class. As a teacher I need to be cautious and understanding. I need to get to know my student’s strengths and weaknesses and help them rise above them.

Journal #12
January 18, 2012

I learn so much from this class, largely due to the simulations we participate in. Today, I was deaf and blind. I had to walk through the halls of the education building, get on the elevator, find a professor’s office, get a drink, and walk back to class. These simulations we have in class provide so much insight into certain situations. First we had the IEP which prepared us, now this exercise which has opened my eyes to how difficult it can be for some people. It was a fun way to end class today.
Also, in today’s class we discussed IDEA, Individuals with Disability Education Act. We were put into groups to discuss different ideas and concepts. My group had a lot of interesting suggestions and ones I had never thought of, but it also showed me that everyone has different ways of wanting to teach.
One of the parts we discussed was that we were given an article and had to come up with a way to allow students with disabilities to read and understand the article. Three of the five people in my group (myself included as one of the three) suggested group work or partnership; while two of the five suggested individual readings or reading it from home. I found this interesting simply, because the more we discussed the more I realized we were all pulling from our own personal experiences as students. One person suggested individual work, because one student often get stuck doing everything. However, I suggested group work, because it has helped me understand things better learning from others.
The final part of this discussion was to come up with an activity to teach a certain article. We first started with no child with disability and then Dr. Alexander had us make adjustments for a student who had verbal impairment and a student who was hard of hearing.
My group struggled on agreeing what activity would benefit the students the most—again different opinions, different experiences. However, we finally narrowed it down to two—both of which I like very much. The first suggestion was a memory game, at first we couldn’t tell the class how to adjust for the hard of hearing, but I have been stewing over it since class ended. I think the best way to include all students in this scenario would be to have a PowerPoint Memory Wall—students come to the wall and point at the two squares they want. One square has a question and the other has the answer (rather than a picture). Then ask for a volunteer to read out the question and answers, asking students if they match. This allows the verbally impaired student to still participate by pointing to squares and the hard of hearing student can read both the questions and answers and can point to the squares as well.
The other suggestion from my group was to pull a certain part of the article and allow groups to interpret it into art, acting, a chart, or PowerPoint, then have them present their understanding of the concept. I loved this idea after hearing it, because it allows not only for the learning but a creative side as well.


Journal #13
January 19, 2012

Dr. Gowans the last few class times has been having us read some brief scenarios at the beginning of class. After we have read them, we discuss the ethical situation and what the responsibility of the school is.
In today’s class, Dr. Gowans presented two scenarios that provided a great deal of discussion among our class. The first scenario was that a driver’s education teacher failed to keep accurate logs of his students. He also did not allow his students the full amount of time in the vehicles. The driver’s education teacher over-billed the district by $500 and was keeping the money for himself. What action should be taken? My response was that the teacher should lose his license to teach driver’s education, while others stated the same thing; they also mentioned that his license should just be reviewed. Dr. Gowans posted the correct answer as: his license was suspended or revoked. As a class we were all surprised, but as we discussed the fact that this teacher was committing fraud and would more and likely be serving time. This is not the type of person you would want as a role model to your students and now I can see why the license would be revoked.
These scenarios that Dr. Gowans presents make me sad that there are people like this in our world—and those they are supposed to be the role models for our students. Another scenario she presented was that a math teacher is told by a student that the English teacher had fondled a student. The math teacher keeps silent and does nothing regarding it. Should there be action taken against the math teacher? I was shocked that some people in my class had to think about this answer. My answer was quickly, YES! By not saying anything you are allowing it to continue and are as if you are committing the act yourself.
These ethical situations are going to be presented to us all of the time and as much as it makes me sad to think there are people like this, I also am aware of my responsibility as a teacher and as an adult.




Journal #14
January 20, 2012

Today, we began class with a PowerPoint presentation on communication disorders. I have to say first of all that it was much more difficult to take notes today than it was the other day with guided-notes. I had a harder time focusing on what was being said, because I was struggling to keep up with writing what was on the screen. There was one point I put my pencil down and said forget it, because the slide changed before finishing the notes. It showed me that students with learning disabilities may struggle more so than I did today and I need to make accommodations for them---whether it is printing off the notes for them or slowing down just a bit.
Throughout the PowerPoint presentation I learned that I need to make sure I am aware of the way that I personally speak. It is important to make sure I am not using too many puns, jokes, slang, or sarcasm (which I often use). These can be difficult for students with learning disabilities to understand or grasp. I also was reminded of the importance of having a no tolerance classroom. It is important that each student feels safe and comfortable in your classroom. This can be achieved by simple tasks: listening, not criticizing, not calling attention to errors, not hurrying students with learning disabilities, allowing students with learning disabilities to participate and practice their skills, and finally taking care of situations as they arise.
We also were asked to participate in an activity today in class. We were to design a classroom that would accommodate three learning disabled students (communication, visual, and orthopedic). This task was very difficult for me to participate in, unfortunately my OCD tendencies made me want to take over the project and not allow others to give their opinions. However, as I listened to suggestions from my classmates, I learned some new ideas of arranging desks to include all students. I also was able to learn that I am not always going to be able to have things my way and there are times I need to allow others to give their opinions.




Journal #15
January 23, 2012

At the beginning of class today I was feeling a little overwhelmed. We began by discussing unifying principles and major concepts. I really was not sure what I was supposed to get out of class and felt like I was sitting with my head spinning. However, as class went on and we got into more detail I started to grasp what was being discussed.
We learned that each teacher prepares lessons and breaks apart the core curriculum in order to make sure all needs of students are met. One of the biggest things that stood out to me was coming up with an overall concept that you want your students to learn. This concept is something that student will remember years from now. We discussed in class that unfortunately the students will not remember everything a teacher says, but hopefully they will have a basic understanding or walk away with something they can understand years from now.
After getting your concept down you then can begin to get your unit objectives, which Dr. Moulding stated, “often are your core objectives”. This is what they students will learn. Finally, you can begin getting your indicators or the little bits and pieces students will learn--shaping them into lessons and activities to deliver to the students.
I feel like today’s class was the beginning of my transformation into thinking like a teacher. It is defiantly difficult to make this change, but I feel it slowly—piece by piece starting to make sense to me. Coming to understand all of the minute details that educators deal with is exciting and nerve-racking all at the same time. I am excited to start developing the things I want to teach, but nervous that I will miss something or not be good enough. My focus these next few weeks is taking one day at-a-time and soaking in all of the knowledge that will help me feel confident in educating.

Journal--Week 2

Journal #7
January 10, 2012

In today’s class we began discussing a study done by Bob Wise. Dr. Gowans asked us to choose two or three aspects of the study and discuss our feelings and opinions on these particular aspects. The two that stood out to me the most were: “Getting third graders to read at grade level is important, but many excellent third-grade readers will falter or fail in later grade academic tasks if the teaching of readers is neglected” and “about six million middle and high school students read below grade level.”
These two statements from this study not only shock me, but they appall me. It is outlandish to begin to comprehend how students can fall behind in reading—yet it happens every day. It also puts into prospective how much responsibility I have as a teacher. If I choose to assume my students know how to read, write, and etc… then I am only setting them up for failure. I need to realize that some of the students may only have a basic understanding of what is happening. This is why doing assessments are so vital to the students. It allows teachers to fully see where each student stands and then take the course of action.
Dr. Gowans also stressed the importance of students reading and understanding the textbook that is being used within the classroom. As I listened to her share stories why it is important that students can easily navigate through the books; I thought it would be fun to use a scavenger hunt in the beginning of the school year. It allows students to look through the book, see where important things they will be using such as the glossary, table of contents, etc…. It would be easy to do and allow students to discover where things are located in their textbook. It is also essential to teach students how to read the textbook. Most students know how to read a story, but texts are extremely different and often difficult.








Journal #8
January 11, 2012

Today was the first time we were officially introduced to Dr. Alexander. I have to say that I was extremely nervous about her section of the class. We have been expected to turn in assignments and study for a quiz when we had never even had her class. Boy was I surprised with class today!
Class began with us taking our syllabus quiz. It was a nice change to have a “quiz” be exciting. She created it into a game and awarded bonus points. It was simple, but a great way to get students involved and to read the syllabus. It also allowed for discussion on certain areas—leaving nothing for surprise later.
To finish up the actual class part we discussed FERPA. FERPA is a federal guideline for teachers to follow. It allows students and parents to have rights. I enjoyed the questions that were asked, because several of them were ones that I had myself. One of the biggest concerns that I see the other soon to be teachers and myself share is, parents. It is such a fine line of what to say, how to say, etc…. It was mentioned to be careful what you keep in your records regarding students, be aware of what your student’s home situation might be like, and understand that most parents just want to know what is the best way to handle certain situations with their students.
The final aspect of class today was an activity. The activity was an IEP simulation. We were able to form groups with the elementary education majors, and then we had a scenario given to us. The scenario was about a student in resource who had visual impairments. We were supposed to discuss how we could integrate this student into general education, what options could be provided, etc….Throughout the entire scenario, I kept wondering if this is what it really is like. My role was the resource teacher, but I felt like I was trying to push my student out of the classroom and force them to experience general education courses. While the entire time the student kept saying they were not ready. I guess my biggest question about IEP’s is, are the students really in the meeting while teachers and parents are discussing them?



Journal #9
January 12, 2012

Today’s class began with a discussion on the Professionalism in Teaching book. Dr. Gowans separated us into groups and asked us to discuss three things that we feel are important within the book.
While reading Professionalism in teaching, several things stood out to me. It was nice to see that some of the same ideas/concepts stood out to my classmates. We were able to discuss confidence. Confidence is something that is not everyone has, but it is something that can be developed. As a teacher we need to have confidence in what we are saying, doing, and teaching. If we are not confident with ourselves then how can we expect our students, the parents, or even our colleges to be confident in us?
Standing in front of a classroom is difficult, I was a long-term substitute for five years and it took several months before I felt confident—and even then there were times I struggled. However, if we are confident then are students are more apt to learn. One of the people in my group made the comment that being confident is not always being right. I liked this statement! He continued to explain that we need to let students know if we do not know the answer. This shows them that we are willing to put forth effort and try to learn—rather than making up an answer.
The final thing my group discussed was an “open door policy”. We discussed that the book stated it is important to keep your administrator informed. When you “welcome them into the learning environment you are creating and keeping them informed.” I like the idea of having the principle always invited to your classroom. I believe that when you have an open invitation to your principle, they are able to see what kind of teacher you are. It helps alleviate the guessing work on their part.
Personally, I feel it is important that the principle sits in on some of your classes, because it allows them to see what you deal with. It also provides a way of communication—principle can provide feedback or you as the teacher can ask questions. It is a win-win situation having an open invitation for the principle.


Journal #10
January 13, 2012

I felt like today I walked away with a lot of information that I did not know, or possibly was ignorant to it. We began class with being told we were having a quiz on chapter one. My heart rate began to increase and to be completely honest I was nervous. I do not know why I was nervous, I had read through chapter one---I even did the extra credit on it. Then my worries were put to rest when Dr. Alexander said we would be walking to the back of the room if we felt the statement was false or to the front of the room if we believed it was true.
As Dr. Alexander read through each question my memory started to engage finally and the things I read came to the surface. After this quiz, we were asked to write on a piece of paper three things we learned from copy right laws. Again, sudden panic! I unfortunately did not have time to read this yet and was worried about turning in the activity. Dr. Alexander then proceeded to explain that this is how students with disabilities feel within general education courses sometimes.
I sat in class thinking about this—we, as teachers, need to be aware of how students will react to situations. For some students it can cause complete panic, while others have no difficulties at all. Incorporating ideas, concepts, and different activities will help lessen the anxiety within your classroom. Instead of having students write down things they learned from the chapter, allow them to discuss it in small groups, then pull it together as an entire class.
Also, in class today Dr. Alexander explained how to accomplish one of her assignments. In this particular assignment we as small groups were able to discuss a movie or book that incorporated a person with a disability. As my group discussed “I am Sam”, “Mr. Holland’s Opus”, and “Radio” my mind drifted to what we are able to learn from these types of entertainment. They teach me specifically, that disabilities are not a form of incompetence, lack of ability, or a lack of will. Disabilities can be a drive for that person. It also shows me that as a teacher I need to treat all of my students equal—I never know what one may be able to teach me!

Journal--Week 1

Journal #1
January 2, 2012

Taking these few classes within the education program is something I have been working towards for several years now. To actually be enrolled in the classes, sitting in orientation, and listening to the things I will be accomplishing is a reality that seemed like a distant dream. I felt like every emotion was surging through my body; however, in the end I felt excited and ready dive into the work.
Orientation was exactly what was needed to put my mind at ease regarding a few tasks that would be completed in the distant future. The first was the Praxis Exam. I was unsure of when to actually take the exam, I had been told that it is suggested to take it before you student teach---but how far in advance? After discussing the exam, I now know it is something I need to begin studying for. My goal is to study a few hours a week for it and plan on taking it by the end of Spring Semester (seeing how I will not be student teaching until next spring). Also, after hearing from Ana Eldredge that the majority of Weber State University students pass the Praxis on their first try I feel a lot more confident in taking the exam!
Student teaching was another aspect I was concerned about. It was described to us in class today as an opportunity. I had never thought of it this way and truly that is what it is. An opportunity to learn—learn how to properly interact with our students, learn how to communicate effectively, and learn how to implement the items we have prepared. It is an opportunity to grow---to see where we are strong and weak, but have the chance to work on it and improve. It is an opportunity to put our name out in the work field—working with teachers, administrators, and the district is a chance to show them what we are capable of.
To finish up today, I would like to write down my goals and hopes for this semester.
Goal #1: Complete every assignment on time
Goal #2: Maintain an A in each class
Goal #3: Take every opportunity to learn and grow—this semester is created just for that. I need to be able to learn as much as possible in order to be the type of teacher I want to be.
Goal #4: Enjoy every experience---I often do not take the time to enjoy what is around me. I need to in order to grow in the opportunities I am having!

Journal #2
January 3, 2012

Why does one choose to go into teaching? I have pondered this question many times throughout my life. Do they teach to inspire, to gain favor in the eyes of someone, or merely to gain riches? Well, I know the answer that most teachers or those who are planning on teaching would respond with. I found it interesting what Dr. Moulding stated in class today about why we teach. It is not for riches; unfortunately teachers are not paid as well as other professions. However, Dr. Moulding we teach to make a difference, to feel like we have touched someone’s life in a positive way. She shared a story with us about a student that is in the morning block. She stated, “There is a student that is in the morning block whose brother I taught at Fremont. While thinking of this student, I remembered he had done something for me. I went to my file cabinet that houses all of the things students have given me (notes, cards, funny cartoons). I began to search through to the years I was at Fremont and finally found what he had given me.” Dr. Moulding then said, “This is why we teach! These cards and notes are our riches.”
I chose to teach, because I was inspired by a former teacher. My third grade teacher, Miss Higgs, was the type of teacher who was stern and one that put the “fear” into her students. On occasion though she would show you how incredible she truly was. One particular day I struggled with my cursive writing. Miss Higgs helped me and told me that she would never give up on me therefore I couldn’t give up on myself. Being the type of teacher who enjoys what they do, does it well, and is willing to continue to learn is the type that will be the most successful. They are the ones that will inspire, teach, and instill knowledge into the students they teach.
One other thing that stood out to me the most in today’s class was Dr. Moulding was discussing what our main priority is as teachers. Our main priority is not to just deliver content to the students. However, our primary goal is to assess what the students are learning. There are several methods of how to assess students; which we will learn throughout the semester. It is our responsibility to make sure our students are learning and understanding what we are saying. If they are not then we are not teaching we are merely talking.

Journal #3
January 4, 2012

What does it mean to work with diverse learners? Many people believe teaching is standing in front of a room lecturing on a particular subject, and quite frankly I used to be one of those people several years ago. I guess when you are young you do not realize the heart and effort that your teachers put into a day’s work. Growing up I never thought about my teachers trying to include each person into the lesson—I guess I thought it just happened naturally. However, as time as progressed, as I have matured, and as I have learned more about teaching I have come to see that teaching takes planning, implementing, time management, and especially understanding of how to meet the needs of each student.
In today’s class, Dr. Crawford, discussed our obligations as teachers. What do we need to do in order to include/teach each and every student? One of the things that has stood out to me the most and has made me ponder frequently was the concept of “dummying down”. How many people/teachers believe that they must “dummy down” their particular lesson plan? I am sure there are several who feel that their lesson plans are too far intellectual for someone who does not speak English as their first language, or even for someone who may have autism. However, I personally (as well as those within my class) feel that we do not have to “dummy down” anything for our students. The answer of how to reach those students on different levels is to modify our instructions. We may have to give more instructions to one particular student rather than giving them a list all at once. We may have to say it a different way so someone can grasp the concept, even though the concept is exactly the same as it is for the other students. My favorite statement that was made today was, “different from, is not less than”. We as teachers need to be able to give each and every student the same opportunity as the next student.
One final note from today’s class that I found quite informative was about culture. Culture is a catalyst for how differences play out in society. Culture is learned, it is important for students to understand its importance. Culture is shared; we share it with our neighbors, our students, our friends. Culture is adaptable, it is not fixed- yet it is always changing. Finally, culture is dynamic change, our culture and society does not live in isolation—it is a global society, a connective society, and it has influence on many things such as our economy.

Journal #4
January 5, 2012

Evaluation is a continuous process which makes use of multiple methods of gathering relevant data for instructional purposes. Dr. Gowans mentioned that there are two types of evaluations: formative and summative. What do these evaluations mean? Why are evaluations important? What are some types of evaluations I as a teacher will be conducting?
Dr. Gowans never defined the two types of evaluations that we have and it intrigued me to know what they are and what they actually mean. Formative evaluation is a type of evaluation which has the purpose of improving programs; whereas summative evaluation is the assessment of the learning and summarizes the development of learners at a particular time. After a period of work, (e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score). As a student, I personally, never realized that there were different types of assessments that teachers put forth. I usually read the chapters, did the assignments, and then took the tests. However, I know realize that there is so much more to evaluations. It is important that a teacher takes the time to not only do a summative evaluation on the particular subject, but also take the time to do a formative evaluation. The teacher needs to discover what is important to convey the information, how they can better prepare the students, and to make sure that what they are teaching and how they are teaching is actually preparing the students for the future.
I guess my understandings of evaluations have changed. There are several reasons to give a test to a student, such as: to place students, to serve as standards, to assist teachers to be diagnostic, prescriptive, and definitive. They can also be used to form ideas about the student’s progress, demonstrate mastery, make predictions, compare self with other students, and to verify or nullify judgments about instructional effectiveness.
Assessments are probably one of the most, if not the most important step in bettering yourself as a teacher. It is our ways of judging our effectiveness of presenting information. It is our only way of judging if our students are grasping the information. It is also an important way of making sure we stay on task of what is expected of us as teachers!



Journal #5
January 6, 2012

When I chose to become a teacher, I had dreams of what I wanted to teach and how I was going to teach. I often would daydream of different concepts, ideas, and activities that I thought would go perfect with certain subject areas. Then one day I found out about curriculums and core content. When I was younger I did not realize that there was set instructions that a student “had to learn”. As I have become older, I now know that I can incorporate my different ideas into the core curriculum to help get my point across, but I need to first set priorities.
Within class today we discussed curriculum and Bloom’s Taxonomy. I have to say that part of the taxonomy was a bit confusing at first. I understand now the importance of making sure that you are covering different areas for students—helping them become a well-rounded student/person. I learned today that as a teacher I need to set priorities—I need to look at the curriculum and make decisions that will benefit my students and decide what needs to be taught, what can wait, and what can be completely cut out. Besides assessments, I personally feel that this is going to be one of the trickier tasks of being a teacher. Dr. Moulding made a statement that put this tricky realization into my mind, “teaching is a deliberate and conscious act”. It truly takes thought, imagination, and a large amount of planning.
One final thing that I want to remember about today’s class is: curriculum is our guidance. It guides our student’s learning and it guides our teaching. Within our teaching it helps us figure out our intended material which is our formal curriculum—the standards based on what we as teachers need to teach.
In curriculum we can also have hidden concepts, things we do not mean to teach or things that are taught by our actions. I found this part of class very intriguing. As I look back on my education I now see that some of my confidence, beliefs, honesty, integrity, and work ethics come from my education. Again, as Dr. Moulding stated “teaching is a deliberate and conscious act”. We as teachers need to be aware of what we say, do, act, dress, etc… because we never know what student is picking up on these little traits of ours.



Journal #6
January 9, 2012

How do we view the world around us? What are the important factors of who we are and what we do? Today’s class got me thinking about scenarios and ideas that has never entered my mind before; Dr. Crawford often has a way of making me think differently!
Class began as normal, except for of having everyone stand while they Dr. Crawford read us four different scenarios. While he read we were supposed to think of which person we would less like to be. As he read through each case: the migrant parents who cannot communicate with their child’s teacher, the gifted student who has physical deformities, the girl hiding the fact she is gay because she is afraid of what will happen to her, or the gifted athlete who does not know how to read or write—I thought to myself, I don’t want to be any of these people. Each one has their own difficulties and problems. However, we had to choose one to say we would least like to be.
I chose the athlete who cannot read or write. At the time I did not really know why I chose this particular scenario, but now that I am home thinking about it I know. Reading and writing are a huge part of my life—they make up who I am. Soon the athlete’s skills of sports will fade, but then what? If you do not even have a basic education of reading and writing, how do you make it in the world—especially in today’s society? I also started to think about how this athlete would get to the point of not being able to read or write. In my opinion the athlete obviously does not have parental support, or someone at home to turn to. It is also apparent that teachers/coaches have not taken the time with this particular scenario. I would never want to be in this particular situation.
These scenarios showed us as soon-to-be teachers an inside look into some situations we may be placed into. It is our responsibility to not push the students aside, but to take a closer look and make sure we, as the teacher, are doing our absolute best.

Education Program...

I started the education program at the beginning of January this year. It has been a lot of fun, stress, and work---but I know it is all worth it.





In this particular block I have four classes: diversity, special education, reading and writing, and curriculum. All four teach us how to manage a classroom, include each student, teach to the students needs, and how to plan and implement lesson plans following state curriculum. It has been a fun experience thus far and I am excited to see what else they will teach me.



Also, part of this block we will be working with Wahlquist Jr. High School. We have been assigned a co-op teacher in our minor content. We will observe for three works, co-teach for three weeks, then I will teach her classes ten days straight. I did my first observation Monday (Jan. 30th) and I have my work cut out for me. Her two classes I am working with are wild --solely because she has not discipline in place.

I have worked with difficult students before and so I am sure it will all work out in the end.

I also wanted to include one of my assignments on my blog. We have to write a daily journal about our experiences in the program, what we have learned, etc.... I decided I wanted to keep them on here for future references, so I will be uploading them probably every Tuesday. Since I am a few weeks into it already I have decided to upload the first four weeks today (sorry for the overload)!

Thanks for reading!