I am sorry it has been such a long time since I have posted. Things have been busy around here. Back in March dad was admitted back into the hospital. This time it was not related to the same issues he has been having for several years. This time around he got sick with a simple cold, which flared up his asthma. After being unable to breathe for several weeks; dad finally went to the E.R. where his oxygen levels were low--so they admitted him. He was in there for about a week. He has since seen a pulmonary specialist and is trying to get control on his asthma.

About two weeks after dad was released, mom had surgery on her shoulder. Back in February she fell down the stairs at work and dislocated her shoulder. In the process she tore her ligaments--so surgery was needed to repair everything. She is doing well and possibly gets to go back to work after her follow up appointment on the 9th.

School is over for this semester. I was able to finish my first block of the program with two "A's" and two "A-" which is a great way to start the program in my eyes. I am taking the summer semester off and will return in the fall. I only have two semesters left (fall and spring). It is all coming to a close way too fast.

I have also taken one of my Praxis, my English one. I am hoping to pass it on the first try. I will know around the end of May. In July I will take my Health Praxis.

I feel like there is so much to catch up on, so sorry for the rambling. I have also been working on some projects. I made my first rag quilt for my cousin's baby that will be here in July. It didn't turn out the greatest--it is a little off on being square and it is smaller than I planned. I made a mistake while sewing which caused the problem; however, it is still really cute and will work for a car seat cover or to lay on the floor during tummy time.

Sewing the fronts and backs together, then quilting the tops

All sewn together, just need to clip the seams and wash it.

Final product--Amberly liked it, which is all that matters

This year was the 19th anniversary (March) of my grandpa Burton's death. It reminded me of the project I completed last year for my dad. When my grandpa passed, my dad received the flag that was laid on the casket. Years later when my grandma Burton passed, we found a photograph of my grandpa and a friend in their uniforms. Since my dad just had the flag sitting in his closet collecting dust, I wanted to do something special for it. I searched online on how to contact the military to get my grandpa's records. After several letters I was given a list of medals my grandpa earned during WWII. What shocked me even more was they sent me replicas of the medals. There were two that they were out of stock, but I was told where I could purchase the medals. I was able to get all of the awards, the photo of my grandpa, and the flag from his funeral into a nice frame for my dad.

The medals are as follows (left to right):

* American Campaign Award: awarded to service members performing either one year of consecutive duty between December 7, 1941 to March 2, 1946 within the continental borders of the United States

* Army Good Conduct Medal: awarded to any enlisted member of the United States Army who completes three consecutive years of "honorable and faithful service.” Such service implies that a standard enlistment was completed without any non-judicial punishments, disciplinary infractions, or court martial offenses.

* WWII Victory Medal: awarded to any member of the United States military who served on active duty, or as a reservist, between December 7, 1941 and December 31, 1946.

* Honorably Discharge Patch: Was known as the Ruptured Duck. The orignal Ruptured Duck was a cloth insignia depicting an eagle inside a wreath. It was worn on uniforms above the right breast pocket by WWII servicemen and women. It was issued to service personnel who were about to leave the military with an Honorable Discharge. It also allowed them to continue to wear their uniform for up to thirty days after they were discharged since there was a clothing shortage at that time. This showed the MP's that they were in transit and not AWOL. Well, the boys thought the eagle looked more like a duck; and, because it meant they were going home, the popular saying was, "They took off like a Ruptured Duck".

It sits in our living room on display and I know it is something mg family often looks at. Over the years I have learned about my grandpa--I unfortunately was only 6 when he passed so my memories are minimal. However, I love listening to my dad tell stories. What is funny is my grandpa was stationed in Las Vegas, Nevada. There was a mistake and he was sent to Vegas on accident. Once he was there he stayed there. I don’t know if it was a blessing in disguise that he was not in the line of fire during the war or what, but I am honored to have a grandfather who was willing to serve his country.

Anyways, this is a longer post than anticipated. I will be going back to Arkansas for a week and will post my adventures that take place.

Also, I am trying to figure out the new blogging format; therefore I don't know why it is not allowing paragraph separation. Sorry for no breaks to make it easier to read.

Journal--Week 10

Journal #45
March 6, 2012

“The goal is to elicit good reasoning, not to channel thinking in a ‘right’ direction.”
How you ask questions is very important in establishing a basis for effective communication. Effective questions open the door to knowledge and understanding. It is important to use questions to allow students to think outside of the box—allow them to use other methods of information and reasoning rather than just what is in front of them in the text. When we teach we want to use the questions to guide students to use multiple problem solutions rather than what we feel is right.

Journal #46
March 7, 2012
We took a test today in Dr. Crawford’s class. The test was not exactly what I was expecting it to look like. He gave us information to study which was applicable to the test, but formatting of the test was not what I perceived in my mind. During our review day, he stated we would have 5-6 essay questions, some true or false, some multiple choice, and finally some terminology matching.
There are several reasons I know why I didn’t do well on this test, but I also feel that this test was opposite from what we have been taught to use. The test was “a regurgitate the information that we have learned” type test. What I have learned thus far in the education program is that I want to teach for my students to know, not teach to test and drop the information. Unfortunately, I feel that is what this test was geared towards—test and drop information. It was another reminder that I need to make sure I have my lessons applicable to student usage.

Journal #47
March 8, 2012
I have been learning a lot about reading and listening strategies in this class. I am excited to actually start seeing ones that can be used within my content areas. The one that stood out to me the most this week was the Guided Lecture Procedure. In this students listen with intent of retaining all information, then teacher writes three-four main objectives, teacher lectures for one-half hour, students are asked to recall information quickly, finally students discuss in small groups what they learned and have a chance to write notes.
I like this strategy, because it is necessary sometimes to just have students listen to what is being said. All too often students race to write notes, but miss important facts. This allows them to hear what needs to be said, look on board for key facts, and discuss with classmates to learn more.

Journal #48
March 9, 2012
Today, I went to the Learning Disability Association Conference. I was actually surprised when I go there that it was the LDA, I must have missed that part in class about what type of conference it was. I was under the assumption that it was for educators. Anyways, I learned a lot from the first class I attended. It discussed behavior issues that often arise with LD students and how to handle them. The biggest thing I learned was students are taught how to react to things by the way we react to them. If they want attention and I respond to the m hitting their head on the desk, then they will hit their head on the desk every time to get the attention. It is important to ignore negative behavior and praise positive behavior.

Journal--Week 9

Journal #40 (Philosophy revisal)
February 28, 2012

My philosophy of teaching is rooted from my philosophy of learning. Education is one of the most vital things a person can acquire. Learning is the purpose of life and it comes from experiences we as individuals encounter throughout life. By creating activities, cooperative learning, and interactive lectures 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.

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 treating them as capable individuals. 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. Therefore, I will assist my students in discovering who they are, so they can express their own opinions and nurture their own ideas

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 them; and through my example I hope they too will discover how invaluable education truly is.

Journal #41
February 29, 2012

“The secret of education lies in respecting the pupil.” -Ralph Waldo Emerson

I will begin teaching Mrs. Tippets class in approximately one week. This thought stirs up many emotions: Will I be prepared? Will I know what I am doing? Will I actually reach the students with the information I have prepared? Will the students respond the way I intend for them to? That is when Mr. Emerson’s quote entered my mind.
Worrying about the possibilities of what is going to happen is not going to make me successful. In fact worrying can only bring more stress and the possibility of failure. As long as I follow the things I have prepared, remember the things I have learned, and treat the students with respect then I will be fine.
So, how does one treat a student with respect? There have been several things stated throughout this semester by each professor that are vital tools to remember. Treating a student with respect is not only important for you to be able to teach that student, but it is also important for that student’s self-worth. We as educators are not going to like or get along with all students, but if you can treat all students with respect and show interest in them you can and will be successful with them.
• Listen to students when speaking to you; don’t let your mind wander to what you need to cover next.
• Thank students for behaving in the manner you like; don’t allow students who are doing as you ask to fall by the wayside.
• Encourage students to keep trying; agreeing with them that they cannot continue will only tell them it is okay to quit.
• Remember small details about your student and use it as a communication tool (e.g. “I saw the school play and you were great!” “That article you wrote for the school newspaper was really nice.”)


Journal #42
March 1, 2012

This week we have been learning a lot about different teaching strategies—how to reach different students using different methods and also how to engage students on different levels of thinking. I never realized how many different ways of asking questions there were.
Each strategy has its own benefits, but there are a few that really stand out to me and I believe would work wonderfully in an English classroom setting.
• QAR: Question-Answer Relationship: this method teaches students that not all answers are right there in front of you. Sometimes you have to read between the lines or even come up with the answers on your own based on what you have experienced in life. Novels are often like this, setting and characters are often right in front of you. However, there are many hidden meanings such as symbols and metaphors that need deeper understanding then the text itself. Using this method would help students to create inferences towards novels, to piece things together, and most importantly to read behind the words and think more complexly.
• Patters: This method would work well with writing papers or even reading novels. Looking for certain patterns helps you to answer questions, make sure you have all content needed in a paper, or even to understand and follow the narrative of a story. Looking for key words or learning what key words to look for would benefit the students greatly.
• Three-Level Reading Guide: I loved this small little activity we did today in class. Students read through a statement, think about ideas and experiences they have had, check statements which are reasonable, and then finally discuss with groups about each statement—making sure to present evidence from the text. Not only is this a great resource to have students look for evidence to support ideas, but it allows students to hear others opinions and learn to accept other’s thoughts.
Journal #43
March 2, 2012

Today’s class was fun! Again, we are still learning different teaching strategies and today’s topic was cooperative learning. Cooperative learning is the use of small groups where students work together to maximize their own and each other’s learning. In classrooms where collaboration is practiced, students pursue learning in groups of varying size: negotiating, initiating, planning and evaluating together. Rather than working as individuals in competition with every other individual in the classroom, students are given the responsibility of creating a learning community where all students participate in significant and meaningful ways. Cooperative learning requires that students work together to achieve goals which they could not achieve individually.
Dr. Moulding placed us in groups of three; we then were supposed to come up with a mini lesson that showcased a cooperative learning activity. Each activity was simple, yet I learned so much from each group. I want to write all three activities down to remember them, because they are ones I would incorporate within my own classroom.
• Round-robin writing: a small PowerPoint lesson was given. We discussed the components of a good short story—character, setting, plot, and conflict. Then students each started a short story, they had 1 ½ minutes to write. When time was up they rotated their papers to the right, now they had 1 minute to read what was written and 1 minute to add to the story. This process continued until the paper was back to original author where they had 1 minute to conclude the story. At the end we read the stories which were hilarious!
• Class was in two groups. We were showed how to properly throw a ball over hand, and then we were shown a list of books on the white board. Our assignment was to throw a paper ball at the projector screen which had a map of the continents on it when our number was called. Whatever continent it hit we needed to state what book was written about that continent. Then we discussed the book in more detail and the next person went.
• The last activity was final word. This is like a debate but allows students time to voice their opinions and concerns in a more effective manner. Our topic was one that was discussed during our ethics section in Dr. Gowans class—should teachers who have a concealed weapons permit be allowed to have a gun in their classroom? It was interesting to hear each person’s response and their opinions. We were able to discuss civilly unlike some debate activities.

Journal #44
March 5, 2012

Today was the best day thus far in the teaching experience! I was actually able to co-teach with Mrs. Tippets. Class began with Mrs. Tippets introducing the game plan for today’s lesson. She then turned the time over to me, so I could administer our pre-assessment to the students. Each student seemed engaged today and had a willingness to listen and learn from Mrs. Tippets.
Following the pre-assessment students were given a fitness test to start off the nutrition unit that Mrs. Tippets and I will be teaching. There were several students (mostly girls) who complained about having to do sit-up, push-ups, and the meter dash. However, it was nice to see a few of the other students encourage those that were complaining. One girl in particular said that she didn’t want to get all sweaty. To which another girl replied, “it isn’t that bad, plus you are really good at this.”
These two girls showed me that a little encouragement goes a long way. The girl who was complaining smiled and decided she would just go for it---she ended up with the best score out of all the girls. Afterwards, I asked her how she felt about her scores. She told me that she didn’t believe she was fast enough, but the other girls in the class helped her believe in herself. She also said it was the most sit-ups and push-ups she has done before.
As a teacher, I need to encourage my students when they don’t believe in themselves. I need to motivate them to try their best and show them that sometimes just trying can open up new opportunities (or in this case, new scores)!

Journal--Week 8

Journal #35
February 21, 2012

"Tell me and I forget. Teach me and I remember. Involve me and I learn." -- Benjamin Franklin
I often think of different quotes I have heard throughout my life. Many of them deal with being a teacher, since I have known what I wanted to be from a very young age. This quote by Benjamin Franklin reminds me of what I learned in class today. If we want our students to learn from what we are saying, then we need to engage them. We cannot just stand and lecture the entire time and expect our students to grasp what we are saying. How does one engage their students?
There are many methods of engaging students—activities, assignments, projects, but the simplest solution is by asking questions. One of our assignments in class was to read a short passage, then look at the questions. We were not supposed to answer the questions, but we needed to state where they fit into Bloom’s taxonomy chart. The different questions we ask can engage our students at different levels. Coming to understand higher level questions and lower level questions is important. Knowing when to ask which type of question is even more important.

Journal #36
February 22, 2012

Throughout Dr. Crawford’s class we have been listening to each person’s equity journey. The student stands in front of the class and shares details about their life. The share personal stories and situations that they feel makes them who they are. I have been contemplating what I wanted to say for quite some time. As I have thought about my own life, I imagined how I could bring this activity within an English class. Having each student throughout the year share with the class why they are who they are. It is simple things that students have shared: where they grew up, what type of friends they hang out with, their perspective on racism and minorities. The more I think of it, I do not necessarily feel this would be appropriate for a junior high setting. However, I do feel that they should be exposed to different cultural backgrounds through the literature that is read within the classroom---then allowing them to share their own personal feelings and slowly integrate their personal equity journey.

Journal #37
February 23, 2012

1. What is transfer?
a. Transfer is to teach knowledge that can be used in other places besides your own classroom. It is applying one concept that you are teaching in English to other classes students have, applying it to use in the community, or to use previous knowledge students have. An example would be showing students a study strategy such as: outlining. Then tell students that outline works best in classes like English, History, and even Science.
2. List three principles of transfer.
a. It is not automatic. We as educators must explain to students that they can use this acquired knowledge elsewhere.
b. Transfer is a deliberate act. You must plan for it to happen and ensure students are aware of what you are doing.
c. You are moving information from short-term memory to long-term memory
3. Why/Why not teach for transfer?
a. Transfer is a great method to include in classes. It is teaching your students larger concepts not just the little pieces and having them try to fit them together. It allows them to apply information in a large range and gives them more opportunities to learn.

Journal #38
February 24, 2012

What is the importance of lecturing? We learned today that it is important to use lecture when information needs to be presented quickly, key points are not obvious to the students, it is a great source of classroom management, and finally it is the easiest way to show the teacher’s enthusiasm towards the subject matter—which can motivate students.
So, how can I make my lectures effective? Making lectures short in durations (2-20 minutes), present new and fresh material, be well organized, make sure to include audio and visual aids, have students take notes, and finally as a teacher engage the students with your voice.
As I have been writing my lesson plans for my teaching experience I have been trying to keep these little tips in the back of my mind. There was one particular day I was planning and the subject matter is quite lengthy. As I started to put my PowerPoint Presentation together, I knew I would need at least 30-35 minutes to go over this with the students. Then I remembered lectures should be short or I am going to lose their attention. I went back to the beginning and decided what was important and what was repetitive. I thought of activities that could break up the monotonous lecture; which took my lecture down to 15 minutes.
Making sure to think about our students and how they will respond to things is definitely a struggle, but it is worth putting in the extra effort to ensure they will learn the material needed.

Journal #39
February 27, 2012

Today was the beginning of co-teaching; I had many ideas of how today was going to go floating through my mind. However, it ended up being very different then I had anticipated. When I got to the school Mrs. Tippets door was still locked, so I stood outside and waited. Soon the bell rang and still no Mrs. Tippets—it ended up being a great time to get to know some of the students. I enjoyed talking with them about some of the things they put on the introduction surveys and also trying to learn their names.
After waiting for a few minutes a young woman came outside to unlock the door—substitute. This girl looked so relieved when she saw me and I had the opposite effect, I began a tad nervous. Mrs. Tippets 6th period is a class that likes to test the waters, which for a substitute is the scariest thing (I subbed for five years). The sub looked at me and said you’re a student teacher you can take control. “Uh! Ok!” is all I could mutter. Come to find out Mrs. Tippets had yet another guest speaker scheduled, so all I had to do was introduce her and tell the students what I expected of them while Merci spoke.
This is the third guest speaker I have seen in this class since we began working with this teacher. Not once has Mrs. Tippets started class with expectations and often the class stops listening and is off doing their own things. However, when I stood in front of the class I asked them to follow three simple rules:
1. Show Merci respect
2. Listen to what Merci has to say
3. Participate in the activities Merci has prepared
The class quieted down at this particular moment and some even turned around in their seats (most students are facing the wrong direction speaking with their friends throughout class). They all participated and raised their hands to answer questions. I even saw some students laughing and enjoying themselves.
Today showed me that I can have control on this class in two weeks. Today showed me that these kids have a desire to learn. Today was my glimmer of hope!

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.