So we have reached that time again fondly known as the end of semester. A bittersweet time of nervously realizing all the work and finals you have left to complete in only a week’s time, but also joyfully celebrating the fact that once that week is over you can successfully cross another semester off your college to-do list. And as all good Meredith girls know this is also a time of major reflection. In deep appreciation of your interest in my blog these last few months (and the fact that it was assigned), I have decided to share my innermost thoughts and feelings about my experience in class with you. I have definitely learned more than I expected to as a math teacher in an Intro to Language Arts class. Attending this class has stretched my imagination, strengthened my skills as an effective teacher, and has been lots of fun in the process. I have come to the conclusion that as excited as I am to be a teacher, I will forever be a student. Read aloud will be part of my class in some way shape or form hopefully at least once a week if not more frequently. I am now as resolved as I have ever been to make math accessible to all my students, and more importantly to partner with them in unlocking the door to a promising and obtainable future. This class was more than I ever thought it would be for me, and I must say that I am now a more competent and well-rounded math teacher because of my Intro to Language Arts class. I haven't decided whether or not to consistently continue blogging I'm sure I'll get lax since it's no longer an assignment, but as I have mentioned previously I love doing it and I wish I had more time in my days to appropriate towards it. I can make only one promise...I will return. So I hope reading has been as enjoyable for you as writing has been for me.
Ciao
Melissa
December 6, 2009
November 18, 2009
Tra-la-la-La-la
I must confess that at the current time in my life...I don't have a favorite poem. I know, know probably a shock and to some a slight disappoint seeing as I want to be a future teacher and all. However, I can't say I feel the same deep sense of lament about this situation (since this is of course what you all are feeling..lol). Do we all have favorite numbers? I highly doubt it...so do we all have to have favorite poems? Not in my opinion. That being said, I often write my own poetry to vent and process feelings I can't yet talk about or get a good handle on and I feel very comfortable with this form of wirting.
So how do I use my favorite poem in my future classroom, when it doesn't yet exist? To be very blunt, I won't. One thing I am very conscious of and believe whole-heartedly in is dealing honestly and being real with my students. So I won't lie to them and come up with some random poem as my favorite if it's not. And similarly, I will never require them to put on a front of loving math for my sake. If they truly do love math, I'm all for it (and those students get two stars instead of one...not really), but I get that math is an acquired taste that a lot of my students will not possess. But competency in math and a solid understanding in math concepts will be useful in their life, so as a their teacher therein lies my job. My students can hate math as much as they want, but it is my job to help them understand its importance and help them achieve the skills that will allow them to excel in life.
Cuz hate or love it, they'll be usin math in their life
And if they don't get it, it will cause them strife
And I hope with me
They'll get at least a C
But they should shoot for A's, and be proud of a B.
Man, I crack myself up (yes, it's corny). But for those of you that don't know, with a couple of tweaks, I just connected rapper Fifty-Cent to my math class. So stop hating and realize that poetry comes in many different forms. :)
I'm out,
Melissa
So how do I use my favorite poem in my future classroom, when it doesn't yet exist? To be very blunt, I won't. One thing I am very conscious of and believe whole-heartedly in is dealing honestly and being real with my students. So I won't lie to them and come up with some random poem as my favorite if it's not. And similarly, I will never require them to put on a front of loving math for my sake. If they truly do love math, I'm all for it (and those students get two stars instead of one...not really), but I get that math is an acquired taste that a lot of my students will not possess. But competency in math and a solid understanding in math concepts will be useful in their life, so as a their teacher therein lies my job. My students can hate math as much as they want, but it is my job to help them understand its importance and help them achieve the skills that will allow them to excel in life.
Cuz hate or love it, they'll be usin math in their life
And if they don't get it, it will cause them strife
And I hope with me
They'll get at least a C
But they should shoot for A's, and be proud of a B.
Man, I crack myself up (yes, it's corny). But for those of you that don't know, with a couple of tweaks, I just connected rapper Fifty-Cent to my math class. So stop hating and realize that poetry comes in many different forms. :)
I'm out,
Melissa
November 11, 2009
Silence: Golden or Grotesque?
"Children should be seen and not heard." If you grew up in the United States and haven't heard this old cliche at least once in your life, NEWSFLASH: You have been living under a rock! This idea has naturally made its way into classroom, a condensed environment reflective of society (like Campbells is a condensed can reflective of soup...j/k...I love me some Chicken Noodle). We expect students to sit quietly for hours, and speak only after they have raised their hands and been called upon. I can even recall the cafeteria ladies controlling our conversation with a traffic light during lunch (who would have thought...smh). And even after being called, we only are concerned with them adressing the topic at hand or answering the question that was asked. Adults frequently overlook the value of a child's voice. Their ideas and opinions are often looked down upon as frivolous and insignificant. How do we expect to get to know and understand them if we keep them silent, constricting their input by curriculum. I pray and hope that I am able to support freedom of speech in my future classroom. I would love my students to reach the point where they are fueling their own learning while answering each others questions. Now I know that talking is not the singular form of communication. But as demonstrated in our class chalk talk (an exercise in which a conversation is held solely through wiriting on the board), though eliminating talking can cause a student to be more reflective and concise, it can also mask things that could be beneficial to the experieince of having them in our class as well.
November 2, 2009
And I feel like I'm naked in front of a crowd 'cause these words are my diary screamin' out loud...
Writing personal narratives for classroom assignments can be dangerous territory for students, especially if peer conferencing is involved. However, it can be very beneficial for everyone involved if gone about in the correct way.
First of all, a very open and trusting environment is needed. I think this is important because the works being produced and evaluated are the individual creative works of the students. The writer takes risks and share pieces of themselves that they probably have feelings about therefore extreme care should be taken when critiquing their paper. Plus if you are presenting to strangers, they may not be as comfortable correcting your work honestly as someone who knows you. On the other hand, exercises like peer conferences help with teaching students to properly handle constructive critisicm, a skill they will find helpful in the real world. And from the other side of the table their peers learn how to be tactful and considerate when offering assistance to others which will be useful in a society where people get so easily offended. Not too mention the obvious grammar and language skills they are gaining in the process. Sometimes in the midst of their own writing students are not able to see mistakes or struggles they have, but if you ask them to read someone else's paper they might be able to understand or pick up on these concepts easier.
I know personally I feel very vulnerable through my writing but when writing to a vague audience it's not so bad. My dad picks at me sometimes because I'll ask him to proof an assignment, and then when he comes back with suggestions I get disheartened. It's definitely a challenging thing for me to let others read my work with feedback in mind because I feel like by letting them change things, it's no longer mine.
I guess I have mixed feelings all around.
First of all, a very open and trusting environment is needed. I think this is important because the works being produced and evaluated are the individual creative works of the students. The writer takes risks and share pieces of themselves that they probably have feelings about therefore extreme care should be taken when critiquing their paper. Plus if you are presenting to strangers, they may not be as comfortable correcting your work honestly as someone who knows you. On the other hand, exercises like peer conferences help with teaching students to properly handle constructive critisicm, a skill they will find helpful in the real world. And from the other side of the table their peers learn how to be tactful and considerate when offering assistance to others which will be useful in a society where people get so easily offended. Not too mention the obvious grammar and language skills they are gaining in the process. Sometimes in the midst of their own writing students are not able to see mistakes or struggles they have, but if you ask them to read someone else's paper they might be able to understand or pick up on these concepts easier.
I know personally I feel very vulnerable through my writing but when writing to a vague audience it's not so bad. My dad picks at me sometimes because I'll ask him to proof an assignment, and then when he comes back with suggestions I get disheartened. It's definitely a challenging thing for me to let others read my work with feedback in mind because I feel like by letting them change things, it's no longer mine.
I guess I have mixed feelings all around.
October 21, 2009
Language Expert in Training
As a youngster way back in the day, I walked 14 miles barefoot in the snow with a ten pound book bag on my back just to get to school in the morning...ok, no I didn't, but I know you've been told a story like that once in your life by a grandparent or someone from the olden days. I always am a little distracted during these stories, unfortunately. All that runs through my mind as I'm sitting there is "Now as much as I appreciate your heroicness in the pursuit of an education, why would anyone in there right mind walk barefoot in the snow? Who's idea was that?" ...but I digress.
What I really wanted to share today was my experience with writing/reading workshops, literature circles, and thematic units. In elementary school, second grade specifically I remember writing a book of stories in class. I don't remember whether or not we went through all the steps of the writing process but I do remember making a final publshed folder. In fourth grade I remember outlining and drafting book reports and in fifth grade we wrote our first research paper ever! I really was not that enthused about it at the time, but I am glad I was put through the torture because it has definitely prepared me well for college writing.
Reader workshops weren't so preavlent though. I remember going through reading groups in early elementary and shared reading in upper elementary; but read alouds, independent reading time, and buddy reading escape my memory. We never did Literature Circles in grade school which is a cryin' shame because those would have been fun. However, I did get to participate in my very first literature circle as a 20 year old college student a couple years ago and my professor now reads aloud to us every week. So, thank you, Meredith College, for filling in the missing gaps of my childhood!
Now a little homily about thematic units (another Meredith first time experience).
I am in love with the idea of a well planned thematic unit. Last semester in Teaching in the Middle School with Dr. Roberts, I had the opportunity of studying what one looked like, and the privilege of creating my own in a group. I find them to be such a useful tool in making classroom learning applicable and relevant to real world situations. And through cross-curriculum learning we are helping students make strong connections that lead to deeper understanding. Students with deeper understanding of course material...music to a true teacher's ear ;) On that note, I am going to make a swift exit before I begin to weep. Enjoy the rest of your day!
Ciao,
Melissa
What I really wanted to share today was my experience with writing/reading workshops, literature circles, and thematic units. In elementary school, second grade specifically I remember writing a book of stories in class. I don't remember whether or not we went through all the steps of the writing process but I do remember making a final publshed folder. In fourth grade I remember outlining and drafting book reports and in fifth grade we wrote our first research paper ever! I really was not that enthused about it at the time, but I am glad I was put through the torture because it has definitely prepared me well for college writing.
Reader workshops weren't so preavlent though. I remember going through reading groups in early elementary and shared reading in upper elementary; but read alouds, independent reading time, and buddy reading escape my memory. We never did Literature Circles in grade school which is a cryin' shame because those would have been fun. However, I did get to participate in my very first literature circle as a 20 year old college student a couple years ago and my professor now reads aloud to us every week. So, thank you, Meredith College, for filling in the missing gaps of my childhood!
Now a little homily about thematic units (another Meredith first time experience).
I am in love with the idea of a well planned thematic unit. Last semester in Teaching in the Middle School with Dr. Roberts, I had the opportunity of studying what one looked like, and the privilege of creating my own in a group. I find them to be such a useful tool in making classroom learning applicable and relevant to real world situations. And through cross-curriculum learning we are helping students make strong connections that lead to deeper understanding. Students with deeper understanding of course material...music to a true teacher's ear ;) On that note, I am going to make a swift exit before I begin to weep. Enjoy the rest of your day!
Ciao,
Melissa
October 14, 2009
"Hold Up, Wait a Minute, Let Me Put Some Math In It!"
I know, try to control yourself. While sitting there reading the title I'm sure you almost leapt out of your seat. Who couldn't? I'm actually not going to get too arithmetically deep on you, so hear me out. The more I sit through my Intro to LA class and ponder how I am going to use the skills I am learning in my math class...the more I find answers. Imagine that. One of my questions I always want to consider as a future teacher is "How can I effectively, and appealingly, convey this to my students?" On top of teaching me to think outside the box, my class has once again provided me with an answer. As I have mentioned before, The Giant Jam Sandwich, was my favorite children's book growing up. It's about a community who has a seemingly unsurmountable problem and works together to come up with a solution (theme: working together to solve problems). To me that story couldn't provide a better picture of what I want my future classroom to be -- a community of learners working together to figure out how to solve seeming unsurmountable problems. So I would make a first day/week lesson using this book as a read aloud in order to give the children a light-hearted example of who we are aiming to be. It is very important for me as a teacher to set up these devices of structure and purpose early on because it saves me and my students a lot of heartache and time later on in the year. The primary story element that makes The Giant Jam Sandwich work for my lesson is the plot. I want my students to walk away with the lesson knowing that our class will be a community, I only expect them to be learners (not experts), the fact that everyone has something to contribute, we will share success and failures, and that it will take time. All these points to relate to what happens to the characters in the story. Speaking of which....what happens in the story? I suggest and strongly reccomend that you take the time to go find out! You won't regret it.
October 7, 2009
So I'm definitely not Shakespeare...
...therefore I won't pretend to ask philosophical questions of myself (the prompt was to blog or not to blog), but...how do I feel this whole blogging ordeal? Basically, I love it and honestly I wish I had more time to spend telling my thoughts to the intangible audience. It allows me to let my creative juices flow a little bit, be witty and sarcastic without accidently offending a specific person, rant and rave from my soapbox, etc. It just feels good to get things out. The guiding questions are always open enough so that I can put my own twist in my writing. Blogging is much more enjoyable than reflection papers, too. I don't have to use formal language and I don't need to worry about being graded to harshly on grammar and struxture. It's a writing assignment I enjoy because it gives me a chance to define some of the rules. Another thing that excites me is that I can touch all 6 language arts in the blogging experince between writing mine and reading other peoples. So I give blogging a ten out of ten, and I am requesting more time in my day that I can devote to this endeavor. If you could get right on that it'd be great...mmk..bu-bye...lol
Ciao,
Melissa
Ciao,
Melissa
September 28, 2009
Felt like starting out with a laugh so here we go:
An English teacher asked her class to write an essay on what they'd do if they had a million dollars. Alec handed in a blank sheet of paper. "Alec?" questioned the teacher, "you've done nothing. Why?"
"Because if I had a million dollars, that's exactly what I would do!"
Ok so if you got no humor outta that...you're laaaaame. NO offense, just my opinion, and this is my blog which states my opinions so I find it completely appropriate to have said so. Today's topic...the many roles of a teacher. I could get on my soapbox and rant and rave about how teachers are under appreciated and don't get a lot of credit to which they are due, but I won't. When it comes down to it I think for any REAL teacher, teaching is not a job; it's a calling. And I think that the most effective teachers are those who view teaching as such. Because though rewarding more times than not the work of a teacher is continuous. Even if you could find yourself to be perfect in 10 roles (highly, highly unlikely), there is role 11 to improve on. The majority labels us as teachers, which is true, but the depth that lies within that word is so much more than most imagine. We are much more than lectures that have pretty handwriting on the board. We are organizers, facilitators, participants, instructors, models, managers, diagnosticians, evaluators, coordinators, and communicators...just to name a few. Most days trying to embody all these practices inside one human being makes one feel as though they are about to literally explode, but it is what's asked of us. So each day we will go into to our classroom, grit our teeth, and square our shoulders to walk side by side with and reach the children we have been trusted with that day. Being a teahcer is not about being a big flashy star, nor is it about being invincible and in charge. Being a teacher is about being an inspiration and working with a team. A team that includes our students, fellow teachers, adminstrators, parents, counselors, and the local community. Our mission to ensure the bright futures of today's youth by providing them with a solid foundation to stand on. It's never easy and it was never promised to be. But things in life most meaningful are those you work hard and sacrifice for. Just some food for thought. Til next time...love, laugh, dance, and dream.
Melissa
An English teacher asked her class to write an essay on what they'd do if they had a million dollars. Alec handed in a blank sheet of paper. "Alec?" questioned the teacher, "you've done nothing. Why?"
"Because if I had a million dollars, that's exactly what I would do!"
Ok so if you got no humor outta that...you're laaaaame. NO offense, just my opinion, and this is my blog which states my opinions so I find it completely appropriate to have said so. Today's topic...the many roles of a teacher. I could get on my soapbox and rant and rave about how teachers are under appreciated and don't get a lot of credit to which they are due, but I won't. When it comes down to it I think for any REAL teacher, teaching is not a job; it's a calling. And I think that the most effective teachers are those who view teaching as such. Because though rewarding more times than not the work of a teacher is continuous. Even if you could find yourself to be perfect in 10 roles (highly, highly unlikely), there is role 11 to improve on. The majority labels us as teachers, which is true, but the depth that lies within that word is so much more than most imagine. We are much more than lectures that have pretty handwriting on the board. We are organizers, facilitators, participants, instructors, models, managers, diagnosticians, evaluators, coordinators, and communicators...just to name a few. Most days trying to embody all these practices inside one human being makes one feel as though they are about to literally explode, but it is what's asked of us. So each day we will go into to our classroom, grit our teeth, and square our shoulders to walk side by side with and reach the children we have been trusted with that day. Being a teahcer is not about being a big flashy star, nor is it about being invincible and in charge. Being a teacher is about being an inspiration and working with a team. A team that includes our students, fellow teachers, adminstrators, parents, counselors, and the local community. Our mission to ensure the bright futures of today's youth by providing them with a solid foundation to stand on. It's never easy and it was never promised to be. But things in life most meaningful are those you work hard and sacrifice for. Just some food for thought. Til next time...love, laugh, dance, and dream.
Melissa
September 21, 2009
The Effect Affect Has On Us
Quote for the day: "In order to have an affect on someone, you must first allow them to effect you." I think that this insightful statement has a major impact on how I run my future classroom in that my dream teaching job at the moment would be to work in a school who serves a student population with a high percentage of at-risk students. When I envision working with this type of student, I forsee trust as being a major building block for a positive working environment in my classroom. Therefore, being an open book with my students and not putting up callouses or walls to shelter myself from their hurts and pains, I believe will make them feel more comfortable with being real and open and not sheltered with me. And when they are more open with me, I will then have a better opportunity to have an affect in their lives. Some may see this as a huge burden upon me as a teacher, and more than likely it will be challenging. However, I feel as though they and their lives will always be worth it, even if I can only bring about the smallest change. Also knowing how privelged I have been, it makes me feel as though I have been purposfully prepared for this role throughout my life circumstances.
September 14, 2009
To All the Writers Out There....This Blog's For Yoooouuuu! For You and You and You
I know you all (the writers) have been sitting up late at night pondering the age old question, "What do I have to do to make my writing worthy of Melissa reading it?". So I have decided, being the kind person that I am and understanding the importance of a good night's rest, to stop the madness and just come out and tell you. Gather your paper and writing utensils and prepare to take notes...yes, I'm serious. In the true style of a future teacher, there will be a quiz to follow.
As I thought about my response, I was trying to decide which would be the best type of writing to focus on-informational, ficiton, fantasy, biographical, etc. I couldn't pick one so I am going to try my best to give qualities that I find valuable in any sort of writing. First of all, it should be audience appropriate. This means if you as an author plan to write a children's book for 3-5 year olds, avoid words such as ethnocentric, plethera, antidis...yeah super big words. If you are writing a letter to the college admissions board probably antiproductive to address them as, "Yo homies". Second, ENTERTAIN me! There is nothing worse...OK I take that back there is something worse, actually a lot of things come to mind, but I digress...I hate reading dry, boring material. I get through two sentences and I'm like, "Can I pause and take a nap, please?". So whatever you are writing make me laugh, use humor and wit, be exciting, tell stories, add pictures, etc. Finally, make it relateable. If you can make me feel as though I've been through the same or similar experience as the one you are explaining, I'm more interested in reading your piece. If this isn't possible, try to use analogies or situations that I can relate to.
The quiz is forthcoming...study hard!
Ciao!
Melissa
As I thought about my response, I was trying to decide which would be the best type of writing to focus on-informational, ficiton, fantasy, biographical, etc. I couldn't pick one so I am going to try my best to give qualities that I find valuable in any sort of writing. First of all, it should be audience appropriate. This means if you as an author plan to write a children's book for 3-5 year olds, avoid words such as ethnocentric, plethera, antidis...yeah super big words. If you are writing a letter to the college admissions board probably antiproductive to address them as, "Yo homies". Second, ENTERTAIN me! There is nothing worse...OK I take that back there is something worse, actually a lot of things come to mind, but I digress...I hate reading dry, boring material. I get through two sentences and I'm like, "Can I pause and take a nap, please?". So whatever you are writing make me laugh, use humor and wit, be exciting, tell stories, add pictures, etc. Finally, make it relateable. If you can make me feel as though I've been through the same or similar experience as the one you are explaining, I'm more interested in reading your piece. If this isn't possible, try to use analogies or situations that I can relate to.
The quiz is forthcoming...study hard!
Ciao!
Melissa
September 7, 2009
From simple beginnings
Hello everyone,
As I reflect upon myself as a young learner, I remeber very little about what method was used to teach me to language. I know in school we used to do blend ladders and go over letter sounds and at home my parents didn't do much beyond reading to me and letting me help them sound out the words. I know that I was eager to read which probably helped my progress a lot. And I know once I learned you couldn't keep books away from me. My brother and I checked out The Giant Jam Sandwich everytime we went to the library when we were little, and It Looked Like Spilt Milk was another one of our favorites. All throughout elementary I participated in the Book It Club to earn my free personal pan pizza from Pizza Hut at the end of the month. Being the picky eater that I am, my one topping was always hamburger. In fourth grade, the first assigned book report got me hooked on a young girls' mystery series, The Mandie Books. I've read and own all of the normal series, and I still rush to get the new ones in Her College Years today. These will be passed on to my daughter one day I hope to enjoy as much as I did. Finally I entered fifth grade where we hit hard core grammar lessons. I had an excellent teacher that gave me a great core foundation. This was followed by a sixth grade teacher who skipped teaching us diagramming sentences "because [he] didn't feel like doing it". Thank God for Mrs. Tate.
Now backtracking a little, I was taught to speak "proper" as I am often told. Though I am bi-racial with a caucasian mother and African American father, my appearance can lead to the assumption that when I open my mouth ebonics should come flowing out. I was also raised not to curse which is also a topic of interest among some of my friends. But there jokes or whatever else don't bother me, I am not ashamed of and take pride in sounding educated as well as being able to eloquently express myself. I do in some moments relax from "properness" to speak slang and ebonics; there is a time and a place for everything after all. But that time was never with my late grandmother. To her, I attribute my large vocabulary. She was a English professor at Virginia State College for a time. Whenever you used large words around her that sounded like they may be outside of your knowledge base, she would ask "well what does that actually mean, Melissa?" If I didn't know, she would challenge me to look it up. She was an amazing woman and I miss her dearly. "But of course"
As a student in grade school, learning came quite easily and sometimes I was definitely spoon-fed more than I should have been. This made transitioning into college level work a learning experience in how to study and self teach. Taking a lot of math in my school career has taughtme that in any subject, a teacher can be to smart for their own good sometimes. It's great that I know the information like the back of my hand, but if I can't break it down again and explain it at a beginner's level, I am of no use to my students. It has also taught me that comprehension is not gained at the same time as furiously copying lecture notes. I am all about multi-tasking, but those are two things that my brain just cannot handle simultaneously. But most importantly, I've learned that teaching is not just a "paycheck" job. YOUR STUDENTS CAN TELL IF YOU ARE THERE FOR THEM OR NOT. It is my challenge to all the future teachers to make sure that the classroom is truly where you want to be. Our children deserve teachers who cares about them as individuals, and are dedicated to helping them reach beyond their horizons.
Ciao for now,
Melissa
As I reflect upon myself as a young learner, I remeber very little about what method was used to teach me to language. I know in school we used to do blend ladders and go over letter sounds and at home my parents didn't do much beyond reading to me and letting me help them sound out the words. I know that I was eager to read which probably helped my progress a lot. And I know once I learned you couldn't keep books away from me. My brother and I checked out The Giant Jam Sandwich everytime we went to the library when we were little, and It Looked Like Spilt Milk was another one of our favorites. All throughout elementary I participated in the Book It Club to earn my free personal pan pizza from Pizza Hut at the end of the month. Being the picky eater that I am, my one topping was always hamburger. In fourth grade, the first assigned book report got me hooked on a young girls' mystery series, The Mandie Books. I've read and own all of the normal series, and I still rush to get the new ones in Her College Years today. These will be passed on to my daughter one day I hope to enjoy as much as I did. Finally I entered fifth grade where we hit hard core grammar lessons. I had an excellent teacher that gave me a great core foundation. This was followed by a sixth grade teacher who skipped teaching us diagramming sentences "because [he] didn't feel like doing it". Thank God for Mrs. Tate.
Now backtracking a little, I was taught to speak "proper" as I am often told. Though I am bi-racial with a caucasian mother and African American father, my appearance can lead to the assumption that when I open my mouth ebonics should come flowing out. I was also raised not to curse which is also a topic of interest among some of my friends. But there jokes or whatever else don't bother me, I am not ashamed of and take pride in sounding educated as well as being able to eloquently express myself. I do in some moments relax from "properness" to speak slang and ebonics; there is a time and a place for everything after all. But that time was never with my late grandmother. To her, I attribute my large vocabulary. She was a English professor at Virginia State College for a time. Whenever you used large words around her that sounded like they may be outside of your knowledge base, she would ask "well what does that actually mean, Melissa?" If I didn't know, she would challenge me to look it up. She was an amazing woman and I miss her dearly. "But of course"
As a student in grade school, learning came quite easily and sometimes I was definitely spoon-fed more than I should have been. This made transitioning into college level work a learning experience in how to study and self teach. Taking a lot of math in my school career has taughtme that in any subject, a teacher can be to smart for their own good sometimes. It's great that I know the information like the back of my hand, but if I can't break it down again and explain it at a beginner's level, I am of no use to my students. It has also taught me that comprehension is not gained at the same time as furiously copying lecture notes. I am all about multi-tasking, but those are two things that my brain just cannot handle simultaneously. But most importantly, I've learned that teaching is not just a "paycheck" job. YOUR STUDENTS CAN TELL IF YOU ARE THERE FOR THEM OR NOT. It is my challenge to all the future teachers to make sure that the classroom is truly where you want to be. Our children deserve teachers who cares about them as individuals, and are dedicated to helping them reach beyond their horizons.
Ciao for now,
Melissa
August 28, 2009
The Lost Joys of Childhood and My True Ambition
I don't care how old I get; I will never grow tired of hearing someone read to me. Nor will reading books geared toward children be boring. Even now as a college student, I sometimes go to library for the express purpose of sitting in the floor of the children's section and reading the "little kid" books. I mean, come on, they have big colorful illustrations on every page. How anyone can resist that is beyond me. I think it's one of those lost joys like splashing in puddles, swinging, coloring pictures, or playing with play-d'oh. All of which I will still admit to doing without a hint of shame, but I think a lot of grown-ups don't view these as sensible or productive things...and grown-ups are all about sensibility and productivity. They forget what it feels like to curl up next to someone on the couch, and listen to them read a story with all the funny character voices and animation. They must. If they remembered, it would be a national pastime; I'm sure. For example, you would see employees on break at work snuggling with there bosses...OK creepy thought, but, in essence, the world would be a happier place if we all took the time to rediscover these "lost joys".
OK all that to say that in class, our teacher is reading a chapter book aloud to us titled Sahara Special. Fifth grader Sahara has so far proven to be exactly that. Her father has left, and her mom raises her alone. As to be expected, Sahara misses her father and grieves by writing him letters. But one day the letters fall out of her desk and get confiscated. Along with a historically poor performance level in class, the letters land her in Special Ed with Darrell Sikes. That is until her mother finds out and pulls her from the program. No child of hers is going to be seen with "problem child" Darrell Sikes. Sahara's best friend in the entire world is her cousin Rachel. They have thus far been an inseparable duo, but now Rachel is starting to fall under the influences of popular girl, Cordelia Carbuncle. And one interest Rachel doesn't share with Sahara is reading. So one Saturday, while Sahara is sitting by herself at the library, she meets a girl her age named Paris..."the girl, not the city". She daydreams about her and Paris becoming best friends, but the next Saturday is disappointed to find out that Paris brings another girl to the library with her and they are planning to cook together.
So far that's all I know, but it's been an excellent read in my opinion. I encourage you to check it out. I'll try not to include too much here in my posts to ruin it for you. I do hope Sahara and Paris become friends. I doesn't seem like her father is going to come back though I think we all would hope this for her. I think she'll continue to write him, and I think that's healthy for her. I hope her school performance improves as well, and that the teacher or someone will take the time to see and heal the hurt behind the lack of good grades.
O, I forgot, Sahara's "true ambition" is to become a writer. Shh! don't tell anyone she's only told Rachel, but on the inside scoop she is writing her story, Heart-Wrenching Life Story and Amazing Adventures, and it's hidden behind the 940 section at the library behind the books "all the books about faraway places".
My True Ambition...to be a teacher who help girls and boys like Sahara.
See ya next time around!
Melissa
OK all that to say that in class, our teacher is reading a chapter book aloud to us titled Sahara Special. Fifth grader Sahara has so far proven to be exactly that. Her father has left, and her mom raises her alone. As to be expected, Sahara misses her father and grieves by writing him letters. But one day the letters fall out of her desk and get confiscated. Along with a historically poor performance level in class, the letters land her in Special Ed with Darrell Sikes. That is until her mother finds out and pulls her from the program. No child of hers is going to be seen with "problem child" Darrell Sikes. Sahara's best friend in the entire world is her cousin Rachel. They have thus far been an inseparable duo, but now Rachel is starting to fall under the influences of popular girl, Cordelia Carbuncle. And one interest Rachel doesn't share with Sahara is reading. So one Saturday, while Sahara is sitting by herself at the library, she meets a girl her age named Paris..."the girl, not the city". She daydreams about her and Paris becoming best friends, but the next Saturday is disappointed to find out that Paris brings another girl to the library with her and they are planning to cook together.
So far that's all I know, but it's been an excellent read in my opinion. I encourage you to check it out. I'll try not to include too much here in my posts to ruin it for you. I do hope Sahara and Paris become friends. I doesn't seem like her father is going to come back though I think we all would hope this for her. I think she'll continue to write him, and I think that's healthy for her. I hope her school performance improves as well, and that the teacher or someone will take the time to see and heal the hurt behind the lack of good grades.
O, I forgot, Sahara's "true ambition" is to become a writer. Shh! don't tell anyone she's only told Rachel, but on the inside scoop she is writing her story, Heart-Wrenching Life Story and Amazing Adventures, and it's hidden behind the 940 section at the library behind the books "all the books about faraway places".
My True Ambition...to be a teacher who help girls and boys like Sahara.
See ya next time around!
Melissa
August 25, 2009
Clearing Up the Misconceptions
So we discussed the basics of language arts last class. My preconceived notions about language arts are similar to the average American I suppose-reading and writing, maybe a little grammar and spelling every now and then. I was surprised to learn that there are six language arts (LA) in total. The second two LA, I think we all take for granted-talking and listening. We associate listening with hearing...so why teach that? And everyone knows how to talk. As a LA teacher, one is not necessarily teaching the skill as much as how to appropriately and effectively apply the skill in various situations. The two most unfamiliar to me were the viewing and visually representing. I had never considered looking at something like a movie part of the language experience, but after discussing them in class I find it an interesting concept.
This may concern some parents because of the increasing amount of screen time children in our generation are exposed to. However, whether we as teachers condone it or not, it is happening. I think by including the two visual components in LA, we allow ourselves the opportunity to teach children to critically think about and critique everything that they watch. Also, we can impress upon them that they shouldn't believe everything as fact just because it is presented to them. We should encourage them to question and think deeply, so they aren't just blindly influenced by things.
For me, especially now as a math major, visual representation is a key component in my math classes. I challenge any current math teachers, to try to go through one class of a skill lecture without writing problems on the board. Any examples, instructions, and work needing to be shown must be done verbally. I guarantee you it will be one of the most confusing math classes your students ever sit through! Being able to visually represent problems on the board is 85% of the class. Unfortunately, reading textbooks has also become a huge factor in my student career. Teachers no longer spoon feed me with auditory lectures that I can listen to and learn what is important. I now have to read comprehensively to extract ideas and important concepts in order to do well in my classes.
As I progress on to be a math teacher, visual representation is going to remain important in my classes. Talking will become major also, which hasn't necessarily been my favorite LA up to this point in life. Talking with my friends is no challenge whatsoever...but in the classroom, talking turns into a whole other animal. I need to master academic language so I can be effective at getting my point across while not being too lofty that my students don't understand. I need to project and hold a caring dominant tone in my voice in order to maintain structure in my classroom while nurturing positive relationships with my students. I also need to figure out a balance of when and when not to talk because I don't want to be the "sage on the stage", but "the guide on the side".
WOW! I'm going to end things here before I get too overwhelmed this time. But thanks for checking in, and I hope I given you some things to think about. Be back soon.
Melissa
This may concern some parents because of the increasing amount of screen time children in our generation are exposed to. However, whether we as teachers condone it or not, it is happening. I think by including the two visual components in LA, we allow ourselves the opportunity to teach children to critically think about and critique everything that they watch. Also, we can impress upon them that they shouldn't believe everything as fact just because it is presented to them. We should encourage them to question and think deeply, so they aren't just blindly influenced by things.
For me, especially now as a math major, visual representation is a key component in my math classes. I challenge any current math teachers, to try to go through one class of a skill lecture without writing problems on the board. Any examples, instructions, and work needing to be shown must be done verbally. I guarantee you it will be one of the most confusing math classes your students ever sit through! Being able to visually represent problems on the board is 85% of the class. Unfortunately, reading textbooks has also become a huge factor in my student career. Teachers no longer spoon feed me with auditory lectures that I can listen to and learn what is important. I now have to read comprehensively to extract ideas and important concepts in order to do well in my classes.
As I progress on to be a math teacher, visual representation is going to remain important in my classes. Talking will become major also, which hasn't necessarily been my favorite LA up to this point in life. Talking with my friends is no challenge whatsoever...but in the classroom, talking turns into a whole other animal. I need to master academic language so I can be effective at getting my point across while not being too lofty that my students don't understand. I need to project and hold a caring dominant tone in my voice in order to maintain structure in my classroom while nurturing positive relationships with my students. I also need to figure out a balance of when and when not to talk because I don't want to be the "sage on the stage", but "the guide on the side".
WOW! I'm going to end things here before I get too overwhelmed this time. But thanks for checking in, and I hope I given you some things to think about. Be back soon.
Melissa
August 20, 2009
Semester Premier!
Hey everyone,
Welcome to my blog! Thanks for stopping by and I hope you find whatever you've come for. I am new to this whole blogging thing so please bear with me. This is actually a class project for me, but I think I'll find more enjoyment in it than that. I'm not sure who exactly would take interest in hearing my thoughts and opinions, but regardless I get the indulgence of sharing them.
Just a little intro about me. I am a student at Meredith College pursuing my BA in Mathematics with a middle grade licensure concentrated in math. I am also working on a minor in Dance as well. I plan on graduating in Spring of 2011. I want to teach math in middle school and possibly lower high school levels after I graduate, particularly in schools that serve large populations of at-risk students. I know...I know...why math? why middle school? and why at-risk students? Above any other reasons because I'm swinging for the fences. I believe that I serve a powerful God; and through Him, even in the most challenging situations, ANYTHING IS POSSIBLE. After that, math because it was my favorite subject in school, middle school because I feel as though that is the level at which I can make the most profound impact in my students' lives which is more important to me than them loving math, and at-risk students because of the blessings that I have been given in my life growing up, I have a real desire to help those children who have not been as fortunate.
I have centered my education around my passions-children, helping others, and dancing. I'm excited about working with children for a career. They have a more unadulterated view of the world and are more carefree. My mom is the most caring giving person I know and I have inherited the tiniest portion of her servant's heart to the point that it I probably receive more joy doing than the people I serve experience by receiving. And dancing is my release. Some people write, some beat up punching bags, I dance. Whenever, wherever, as much as I can get away with.
That's a little about me and my heart. I'm sure plenty more will come out during this endeavor, but I wouldn't want to overwhelm you with everything at once. I want you to come back after all. Thanks for reading!
Melissa
Welcome to my blog! Thanks for stopping by and I hope you find whatever you've come for. I am new to this whole blogging thing so please bear with me. This is actually a class project for me, but I think I'll find more enjoyment in it than that. I'm not sure who exactly would take interest in hearing my thoughts and opinions, but regardless I get the indulgence of sharing them.
Just a little intro about me. I am a student at Meredith College pursuing my BA in Mathematics with a middle grade licensure concentrated in math. I am also working on a minor in Dance as well. I plan on graduating in Spring of 2011. I want to teach math in middle school and possibly lower high school levels after I graduate, particularly in schools that serve large populations of at-risk students. I know...I know...why math? why middle school? and why at-risk students? Above any other reasons because I'm swinging for the fences. I believe that I serve a powerful God; and through Him, even in the most challenging situations, ANYTHING IS POSSIBLE. After that, math because it was my favorite subject in school, middle school because I feel as though that is the level at which I can make the most profound impact in my students' lives which is more important to me than them loving math, and at-risk students because of the blessings that I have been given in my life growing up, I have a real desire to help those children who have not been as fortunate.
I have centered my education around my passions-children, helping others, and dancing. I'm excited about working with children for a career. They have a more unadulterated view of the world and are more carefree. My mom is the most caring giving person I know and I have inherited the tiniest portion of her servant's heart to the point that it I probably receive more joy doing than the people I serve experience by receiving. And dancing is my release. Some people write, some beat up punching bags, I dance. Whenever, wherever, as much as I can get away with.
That's a little about me and my heart. I'm sure plenty more will come out during this endeavor, but I wouldn't want to overwhelm you with everything at once. I want you to come back after all. Thanks for reading!
Melissa
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