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!

Life's little adventures...

Several months ago I posted about my weight. Discussing how I have struggled my entire life with it. Anyways, I made a goal in that previous post to lose 30 pounds by December 31, 2011. I wanted to take a minute and record my progress thus far. I didn't meet my goal fully as I had hoped for, but I came extremely close to it. I started in February 2011 and on January 4, 2012 I have lost a total of 26.2 pounds. It doesn't seem like a whole lot and I am struggling to see where I have lost the weight, but I am happy with the numbers I am seeing!

Here is to hoping to lose some more weight!

Christmas Venting...

I hope that everyone was able to enjoy their Christmas! I struggled with Christmas this year--not really getting into the spirit of things. However, I did do some of our family traditions in order to help myself feel the spirit of the holiday--even if it was just for a little bit.

A few things I did in order to help me feel the spirit a little was to make dish towels for our neighbors. I enjoy sewing and it was fun to create things for other people!


This isn't a picture of mine (I forgot to take one)! These are very similar to what my towels looked like, minus the fringe on the bottom.


I also made caramel...one of my favorite holiday treats. I tried last year, but they didn't turn out that great. This year they were soft, chewy, and oh'so delightful!

On Christmas morning we did our own family tradition of opening presents (I got an incredible camera from my dad! Super excited to work with it!). Then we went to my Grandma and Grandpa Helm's house. It is difficult to go to their house sometimes. I always feel so bad for how much my grandparents give and everyone takes it for granted. My mom has a large family...7 brothers and sisters--all of them are married and have at least 3 or more kids. Then on top of that some of my cousins are married and have children of their own. My grandparents buy everyone a gift--this year buying most of the granddaughters necklaces from Christopher and Banks, often the grandsons and son-in-laws are given tools---none of which are cheap. Then my grandparents provide ham, rolls, pies, drinks while everyone else brings a salad.

What makes me upset is the lack of gratitude some of the people in my family have. My grandparents are always the last to eat (they should be the first)! This Christmas I listened to one particular aunt and cousin complain about the gifts they were given (be grateful they gave you something in the first place). Finally once food and pie are served everyone leaves without blinking an eye about helping my grandma clean up. All of this makes it difficult to want to go over and spend time with them. I love my grandparents so much. They are two of the most amazing people I know. I just wish several people in my family could realise how great they are!

I hope next year I can have a better attitude regarding Christmas...here's to hoping! :-)

How Will One be Remembered?

Have you ever asked yourself, how will you be remembered by others?



I have contemplated this question many times throughout my life; but often find this question looming in my mind when someone passes from this earthly existence.

While subbing for Weber School District, I fell in love with a particular school (Roy Junior High School). Most of my days subbing took place at this school. I have had the privilege of meeting, working with, and being taught by some of the most incredible people (most of them being students)! While I didn't know every student, I made it a point to get to know as many as I could. On Facebook the other day a teacher from Roy Junior posted about a girl who attended RJHS. This young girl was not one that I had often in class, but she was one that caught your attention in the halls. She was a student who's standards were so high that you wished every student was just like her. Her spirit glowed from the outside. There was not a time that I didn't see this girl smiling, saying hi, or helping someone in need. Her family moved after junior high school, so I never saw her again until this teacher posted about her.... www.hopeforallisa.com

Allisa was diagnosed with a brain tumor three years ago. She had surgery, went through chemo and radiation, and things were starting to look up for her. In November she started to feel sick again. She went to the doctor and test were run...her tumor has returned but stronger than ever. This tumor is inoperable and her family is now cherishing the time they have left with Allisa.

While I hardly know Allisa, her story has taught me that there is more to life than having the best car, the most money, or the largest group of friends. Life should be centered around our Lord and Saviour. It is through them that we are here on this earth. It is their will and we should guide our life as such. When my time comes to leave this earthy journey; I hope to be remembered as someone who thought of others first, someone who worked hard at life's challenges, someone who smiles through tribulation, and someone who mirrored Jesus Christ.

My thoughts and prayers go out to the Berry family. I thank them for raising such an exemplary daughter!

Thanksgiving 2011...

Thanksgiving was spent at our house again this year (my mom had to work); we usually go to my Grandpa & Grandma Helm's house. It was nice to stay home again this year, it seems more relaxed at home; not so much tension.

This year I was able to cook dinner again (minus the turkey, dad still makes the best so I don't want to mess with perfection!). Thanksgiving is my favorite holiday; I don't know what it is about it, but I really love it. I think it has to do with it being Autumn, the entire holiday is centered around food, and it really is a laid-back holiday. Anyways, I had been thinking for quite some time what I wanted to cook for dinner. Yesterday finally arrived and I was able to make: mashed potatoes with gravy, rolls, green bean casserole, an orange jello salad (which I don't eat), stuffing, and two pies. It turned out so yummy! I tried a new stuffing recipe and this was my first time baking pies.

I am a dork and decided to take pictures of the food...I wasn't able to take pictures of everything.



The turkey--we don't know why the top didn't brown in our roaster


The best stuffing (wasn't cooked yet)...I will post the recipe below!


Coconut Cream Pie--Kari doesn't like pumpkin so we had to have an alternative!


Yummy--Pumpkin Pie



Okay here is the stuffing recipe, I hope I can remember it all!

* 1 package of Johnsonville Sausage (either ground or links; if using links make sure to remove casings)
* 12 slices of New York Garlic Texas Toast (found in the frozen food section)
* 2 cups celery (chopped)
* 1 cup onion (chopped)
* 1-2 cups mushrooms (sliced)
* 2-4 tbsp butter
* 1 tsp sage
* 1-2 cups chicken stock
* 2 eggs (beaten)
* salt and pepper to taste

Directions:
Preheat oven 425 degrees. Bake Texas toast for 10 minutes, remove, let cool completely, and reduce oven temperature to 350 degrees. While bread is cooling, brown sausage until no pink then drain well. In same pan you cooked sausage, melt butter and saute celery, onions, and mushrooms. Cube bread into 1 inch cubes (I did about 1/2 inch). In large bowl combined bread, cooked sausage, and sauteed vegetables. Making sure to mix evenly. Then add eggs, sage, salt, and pepper. Finally add chicken stock to moisten bread (first time I made this I used the full 2 cups, but second time I only used 1 cup). Bake covered in a lightly sprayed 9X13 pan for 50 minutes, then uncovered for an additional 10 minutes! Enjoy!!

*Side note: the original recipe had 1 cup green peppers instead of mushrooms, but since my family doesn't like green peppers I omitted them and used mushrooms!