Monday, December 27, 2010

Top Ten Tool Kit- Strategies (1-3)

The following are 3 types of strategies that can be used in my content area. Along with the strategies are descriptions and my personal ideas on how I could incorporate these strategies in a real classroom. Be looking out for future posts on this topic :)

1. Exit Slips (Struggling Readers): Exit slips are responses written by students that reflect on a question (or questions) given before the end of class. Normally short reflections, these slips help a teacher determine where each student stands compared to where he or she needs to be in relation to the unit. Given a few minutes to answer the problem, the students submit the slip of paper in a designated place at the end of class for the teacher to read. Hence the name, students are not to leave the classroom until their "ticket" to leave is dropped off.

For example, I may use an exit strip strategy after teaching a science lesson on density. Being required to teach in the 7th grade, according to the NCSCOS, this topic may be difficult to grasp, especially when having to relate the information to outside experiences or answer tough word problems, such as a problem that asks one to compare the densities of oil and water, and explain the differences. The following are examples of exit slip questions that can be used for the density topic:

Is there anything about today's density lesson that you don't understand?
By thinking more in depth, how could you determine the mass of a small object if you're only given the density and volume? (*remember: density = mass/volume*)
Summarize the lesson in your own words in 2 paragraphs or less.


2. Think Aloud (Reading Comprehension) The think aloud strategy encourages students to think aloud about what they are thinking when faced with problems or answering questions. The purpose of this strategy is to have students publicize their inner speech as they are trying to solve a problem so that a teacher may be able to scaffold a student's way of thinking and help the student make corrections, if needed. "As students think out loud with teachers and with one another, they gradually internalize this dialogue; it becomes their inner speech, the means by which they direct their own behaviors and problem-solving processes" (Tinzmann et al. 1990). By listening to the students' answers, the teacher can listen to see where a student may be and can determine whether or not he or she understands the given issue without further help from an instructor. This type of technique can be used on a daily basis, during any part of a lesson.

Think alouds can take place between student and teacher (as mentioned above), and between student and student. For example, I can pair up my science students in groups of 2 and have each team develop a hypothesis about the following objects' (a paper clip, a raisin, and a penny), densities when placed in a cup of maple syrup. One student can observe the 3 objects and predict (out loud) whether they sink or float when placed in a cup of syrup. At the same time, the other student can listen and write down the partner's response. Next, the students switch roles and the first recorder now spends time by observing and talking out loud about what can be seen, while the other is the new listener and recorder. After both students have gone, they both can talk together and reflect on what each other thought about and what worked and what failed.

3. Word Walls (Struggling Readers) Word walls are organized displays of words that are visible in the classroom for students to see. The purpose of a word wall is to help students with the reading and spelling of certain words that may revolve around the current topic or unit and can be set up in an easy manner: simply clear a wall that will purposely used for the display, staple the words (whether they be vocab, high frequency, word groups, etc.), to the wall, and refer to the wall of words as much as possible for the benefit of the students. Because a word wall can be used as a resource for an entire topic, it can be used throughout the entity of a class period.

When starting a new science unit on weather, I can post the vocabulary words from the chapters on the word wall so that the students start becoming familiar with the terms right away. Over time, new words can be added up as the chapters are read through. When some students are unaware of a certain term, he or she will have the opportunity to post the word up on the wall in order to become more familiar with the word and its appropriate usage.

Top Ten Tool Kit- Texts (1-2)

The following are a list of texts, videos, poems, articles, etc., that reflect my content area and come along with a short description and my personal ideas on how I could incorporate these texts in a real classroom. Be looking out for future posts on this topic :)

1. Smoky Night (When Teaching English)
Bunting, Eve. Smoky Night. New York: Harcourt, 1994. Print.
Summary: Written to appeal a young audience, such as middle schoolers, Eve Bunting describes the circumstances of two diverse families who are affected in various ways by the LA riots. With the help of these families' cats, the main characters of the book are able to look past their differences during the urban violence to mend a broken relationship. Along with the simplified wording that can benefit students on average to lower reading levels, the book is accompanied by extravagant collage like pictures designed by David Diaz, who later earned the Caldecott Medal for his astounding acrylic work.

In Classroom Techniques: While teaching an English class, this book is great to use during a unit that may incorporate the challenges that people of different cultural/ethnic backgrounds face on a normal basis. For an in class activity to understand the major concept of this book, I will start a discussion amongst my students that will require them to open up about their own struggles due to their backgrounds. For example, I may reflect on my own childhood and discuss the challenges that I faced due to my American Indian culture. From my dark complexion to my hair, I will describe the problems that I faced as a result of it. As part of this discussion, each student will reflect on the challenges that he or she might have faced growing up and describe to their classmates how the issues affected their personnel today. At the end of the discussion, students will group up with one other classmate and write a reflection on what that particular person has been through. For a conclusion, the students will come up with several positive characteristics about the other classmate and present this to the class. In completion of this activity, the students should understand how problems, whether caused by hurtful words or societal disagreements, cause hurt and strife amongst people who may be seen as "different" in the eyes of others. Therefore, all people, whether black, brown, or white, should be respected and seen as equal by peers, and this eye opening revelation can originate within a classroom.

Using a more in-depth analysis, this picture book is a great example to use for discussing symbolism. For students who are struggling with grasping the concept of the usage of symbols, this book is a great example that students can use for deeper understanding and concept of the basic idea of symbolism in writing.

2. Digital Story Telling (When Teaching English)
"Digital Story Telling Classroom Project." ePals Global Community. N.p. n.p. Web. 27 December 2010. (http://www.epals.com/projects/info.aspx?DivID=Digital_overview)
Summary: On this website, students can learn the concept of story telling by organizing information to design a story, develop a cross cultural understanding from others, and gain writing/reading abilities from critiquing peers (which may be beneficial for ELL students).

In Classroom Technique: When using this website, I will create online journals for the students to write in before starting the process of digital story telling. As the website states, the students will answer essential questions (included in the website), in their journals about story telling that give the students background content knowledge about the activity they're going to partake in (the website includes simple instructions and step-by-step lists to aid students of different reading abilities. Examples are given for those who may struggle in fulling understanding certain directions). Based on the background information, students will be able to learn about various cultural groups who partook in story telling and compare the vast gender roles to other cultural groups (some American Indian tribes had the chief tell the stories, while others depended on the chief's wife for ritual story telling). For students who are labeled as ELL, this activity will help them practice the concept of writing so that they may deepen their understanding of the English language. After acquiring background understanding, students will be instructed to develop a topic, write their digital story, include illustrations found online, and then post the journal online for other peers to see. Students will have access to respond to their classmates' journal and make corrections, if necessary. For ELL's, this peer critiquing may help students understand what they need to work on in regards to learning/writing in English.

Thursday, December 23, 2010

Experiences With Foreign Languages

Throughout my entire term in elementary school, I had a Spanish teacher come in to teach the entire class the basics of this language. In middle school and high school, I took a few more courses, but was never able to completely understand the terms that I was being taught. In regards to how I read/write now in Spanish, I can do neither. Because this was not my first language and I was only taught the basics in the past, my fluency with Spanish is not great and I have not been able to keep any knowledge in my long term memory, aside from the simple and popular "hola!"

Because of my experiences with learning the Spanish language, being able to teach my own students this beautiful language is not possible. Unless I was thrown in a culture completely dependent on the language, I don't think I will be able to become fluent in Spanish. However, because I was only taught the basics of Spanish, I know now that basics are not enough. In turn, I know that my students need to be taught more than the simplest information so that the new knowledge becomes embedded in their minds for future references. Even though I can't teach Spanish, I can teach science and English information, during which extra information is key to remembrance, rather than full dependence on the basics.

The following link is a video that gives tips when teaching a foreign language.

Learning and Teaching Foreign Language

Extra, Extra... READ All About It!

My encounters with bookstores or libraries are vague, but I can remember a great experience during my early educational years. A few times throughout the year, my school would host the Scholastic Book Fair. During this time, books, toys, and posters were set up in the library for about a week, and each class was given an opportunity to explore the fair early in the week. Attending these fairs and seeing the new books being sold influenced me to save up money for the fairs, during which I bought some of my favorite books. Deepening my knowledge of reading was one benefit of these stores as I collected new pieces every year. As a result, I (even today as a young adult), get overly excited when I see posters announcing a future fair in a school because I remember the pleasure that I experienced when reading my new books. Most of the books that I bought were the ones that lead to my obsession of reading. Today, as a valued reader, I enjoy buying new books to add to my collection that has accumulated throughout the years.

For my future classroom, I hope to use these book fairs for my students. Not for personal reading pleasure, but for the purpose of buying teaching resources and books that may prove to be useful for my students. With the resources and books for the students, I hope to develop lessons and carry books that derive interest from my students. Also, I want my students to feel as motivated as I was to buy books that not only are related to classroom topics, but can improve the reading skills of students and heighten their concern with school.



Writing Is a Form of Personal Freedom...

...but this freedom cannot be solidified if one is unable to write. In middle school and high school, I was given many opportunities to complete writing activities that proved to be extremely useful in the classroom setting. Not only did most of these assignments help me improve my skills in writing, as well as in reading, they helped me enjoy the subject and lessons even more as the semester passed by. For instance, I was required to put together a science journal for my 8th grade science class. In this journal, I wrote down questions, observations, and conclusions after completing science labs with the rest of the class. In the journal, I was allowed to draw pictures and make relationships between what I was learning and what I encountered outside the classroom. Making such connections allowed me to figure out how science truly existed in the outside world, not just within the class itself. Also, my skills in writing greatly improved as my instructor would collect the journals on a weekly basis and positively correct our ways of writing if wrong. The simple criticisms didn't make me feel bad about myself. Instead, I was able to see what needed to be worked on (grammatically), and transform my ways for the better. As a result of these journals, I became a more confident writing and learned to love the subject of science which is why, today, I want to teach it to my own students in the future.

When teaching, I want to use a similar strategy/activity when helping my students improve their writing skills. I want to be able to offer improvement skills that can better influence them to write in a more professional manner. Also, I want them to love the subject of science by incorporating their own thoughts and ideas into the journals and other types of activities, such as group inquiries or games designed by teams of students at the end of the unit. Such strategies of teaching, I hope, will push the students to see what they need to improve in regards to writing and make corrections for future cases in my class or later semesters.

The following is a link to a video that contains different activities for writing in middle school classrooms.

Writing Activities in Middle School

"A Room Without a Book is like a Body Without a Soul"

Favorite/Least Favorite Books:

As a child, this was my life. Books, books... and more BOOKS! I was always seen with a book and had the hardest time putting them down. From horror stories to the tales of the Boxcar Children, I was fascinated by the imaginations of the various authors whose pieces I consumed my awaken time with. Because of my love for reading, I believe I was able to shape my skills of literacy and found out early was types of books I was/was not interested in. When it came to my own classroom experiences, I was able to keep up with the reading material and comprehension on what was being discussed throughout each paragraph. However, I did find out quickly in high school that I was not a fan of Shakespeare. Though beautiful, his graceful words and poetic symbolism was hard for me to grasp and I struggled to make sense of the true meaning of each piece that I read.

When teaching, I am going to encourage my students to pick up on the same routine that I followed as a young teen. Instead of pushing my students to pick up and read the same book as a class, I hope to have various books that my students can choose from that are related to the particular unit topic. By having my students choose what they want to read, they have more freedom to choose and are more likely to pick out something that may interest them, rather than being stuck with the same piece that their neighbor is wasting away with. By allowing my students to have free reign on what they want to read, I hope to help them spark some kind of interest in a topic, which can push them to further explore their journeys of literacy.

The following are the covers on the front of my favorite book series: The Little House on the Prairie. Each book, which depicted the personal accounts of Laura Ingalls Wilder, allowed me to fall in love with the life on the prairie with the challenges of finding shelter and a new life.




Keeping Up with... Katie

As I start a new semester here at UNCG, I am encountering an extremely beneficial class about Literacy in the Content Area. As part of course, I am required to keep up my blog and include various posts for future grades. As part of my first major assignment, I am going to include 4 additional posts, along with this one, that encompass my personal history with literacy and how it may affect my future classroom. Though these posts will not be too personal about my past and present experiences in life, such as a reality shows, you will gain a better understanding of who I am and how my past occurrences with literacy shape my persona today.

So sit back and enjoy.

***

What, When, And How I Read/Write Now

In the past, I was not up to date with the online programs and resources that my friends used when it came to expressing themselves. I was too worried that such writings could result in a reality show like atmosphere that I watch every week, such as Keeping Up with the Kardashians (hence the name of this blog title). Such internet programs, such as Xanga, MySpace, Facebook, Blogger, etc., were online tools that I had heard of, but never got in to. However, I finally caught up to the common trends and was able to grasp the true benefits of such ideals. For one, I could keep up with my friends' personal lives through their own webpages. Additionally, having such pages, such as my blog, gave me the opportunity to be myself. Because of my blog, I am able to catch up on my reading material and can write in whichever manner I want to. For the first time ever, I have been able to feel at ease with myself because I can get anything off my chest and not be judged by it. Between the creative titles to the pictures/videos that relate to the topic at hand, blogging and keeping up with other online tools keeps me connected and in-tune with myself and others. Because of the benefits of the present online assets, I want to require my own students to keep up with online blogs or journals that allow them to express themselves and make contact with their other classmates. In doing this, other classmates, or myself, could take part and comment on the other blogs and make any comments or suggestions that can help improve the quality and work of each student. Additionally, these corrections could benefit my students in case they are required to write up reports or reflections from past experiences while taking part in a group assignment or science observation.

The following links are examples of other blogs that I follow. Enjoy the different ideas that the creators are bringing forth for their viewers and the various designs and topics that are included, as well.

Suz's Blog: In the Classroom with Suz
Don's Blog: Everyday Educator
Makenzie's Blog: Multifarious Musings

Tuesday, December 7, 2010

Obama @ Forsyth Tech

Today, President Obama traveled to Winston Salem, NC, to discuss the importance of taxes, jobs, and education here in NC. Though I wasn't able to see him personally during his speech, I was able to see him and Michelle pass by on the opposite side of I-40 in their limo that was surrounded by security. What's even more exciting, Obama spoke at the college that I just transferred from last semester (Forsyth Technical Community College). Here is a video clip that was filmed today from the school. Enjoy :)

*Tune in when he starts discussing education*

Obama Video

Monday, November 22, 2010

Are You Paying Attention?

Here is a video clip that I would like to share in regards to my future students who will be drowning in the technology world... Enjoy :)

Pay Attention-YouTube Video


-Ms. "C"

Saturday, November 20, 2010

I Lift My Hands

Okay, so this post has nothing to do with my internship, but I felt the need to post this on here anyway. God has really been working on my heart these last several months, and I know that I am following His will by going into education. However, He still tries to get my attention when I am not completely focused on Him. This past week, I was sent home after finding out that I had a 104 temperature. While laying in bed for several days, I have been feeling His constant movement within me... and I think I know why. I have been keeping tabs on a young man from GA who passed away tonight- and to think, he was only 14. Though I don't know the entire story of Michael's illness, I am still moved by his story and the kind words that people had to say on this page.

While reading the comments that this nice people left on Michael's page, I came across a link for a new song that Chris Tomlin has on his newly released CD. Hearing the words play over and over again in my head really showed me that God still desires His people- even those who have professed to be saved. This entire time that I have been feeling God's presence reassured me that He is always there, whether I'm sick, or when I am standing amidst 30 7th grade students. This song really touched me this evening, and I hope it does the same for you.
Chris Tomlin: Lift My Hands

Wednesday, November 10, 2010

The 2nd Time's the Charm

Today was my second, and final, observation of the semester. This is the observation that I have been dreading for the past couple of weeks, but it was able to quickly sneak up on me. For today's lesson, I decided to fight my inner battles and conduct an entire hands on lesson that revolved around the water cycle. My students have started the weather unit, so I wanted them to grasp a true understanding about where water comes from and how it cycles throughout the Earth and atmosphere.

During my first class (which is inclusion, by the way), I started the game... which quickly fell apart. I wasn't able to get through the first half of the lesson without calling the students together and having a discussion with them. At this point, I was overwhelmed and stressed. I began doubting my lesson and considered asking my OSTE if she could teach for the rest of the time. However, knowing that I was going to be observed during the next class, I began compromising and alternating the lesson to fit the needs of the next set of students. I believe that my nervousness about the whole day got the best of me, but I wasn't going to let it affect the most important day of my semester.

As the first class came to a close, I was able to regain composure and quickly came up with new strategies for the next class. As the new group came in, so did Toni, my internship leader who was going to be taking the notes and reporting back to UNCG.

As the class began, everything...flowed. Without going into too much detail, I can only say that this was the best lesson I have ever taught...and this is only the beginning for me :)

Little changes that I made included having the students group up into smaller groups, rather than large groups. Also, I had the students try the activities without talking- the only thing they could do was snap their fingers or hum. Though my class was unsure of the directions, they soon followed my request and this lesson ran beautifully. In fact, my OSTE told Toni to make sure that I student taught in her classroom my senior year because of how great things have gone.. this made me :)

For those of you who are interested in the lesson I had the students do, go here and enjoy!

-Ms. "C"

Tuesday, November 2, 2010

Personal Battle




I have been writing a reflection on how to incorporate lessons/activities that promote student motivation, but I have a bug in my ear that is pulling me away from this assignment. I need to take a break and be honest with myself, so I decided to write here on my blog...

So much has been swarming around in my mind as I take in one of the ideal purposes of teaching, but cannot come to grips to accept it. I am fighting a battle that is affected the way that I look at a classroom. This battle has been stressed to us from our instructors throughout the entire intern process here at UNCG, but I still can't accept it as truth and beneficial for my students, so some feedback would be greatly appreciated.

UNCG's teaching program is based on the concept that children learn better with hands-on strategies, rather than sitting through traditional classrooms where teachers lecture for the entire hour and then give homework at the end. Yes, the older concept is boring and is a waste of time for everyone, but I am fighting an inner devil that is telling me hands on approaches are still not enough- the students, in my mind, still need the lectures to learn basic information. This is the battle: I don't know what to do... How can simply giving projects promote the knowledge intake for students if they come into the classroom unaware of the basic information that must be taught to them? Am I wrong to think that hands on assignments are not the only solutions to teaching effectively?

During our internship, we have been taught the skills of incorporating differentiated instruction, which is the formulation of one lesson that focuses on the various learning styles of the students and is able to meet their needs, whether through the lesson, questions, group discussions, etc. Whatever the case may be in regards to the students' ways of learning, this learning style is supposed to meet, if possible, all of those needs. In order to accomplish this task, I must develop various lessons, activities, tests, questions, etc., etc., etc... so much work for one classroom, and this is something that I cannot seem to grasp when I know faculty meetings, lesson planning periods, grade wide discussions, professional development discussions, parent meetings, and last but not least, my personal life require my full fledged attention and presence.

Growing up in the Davie County district, I was very fortunate to have talented instructors who were able to get information across to me. Over time, however, I realized that I do learn better in a structured classroom where we took notes completed homework. Though important, the hands on projects were not the focus of the class, unless it was a challenging science lesson. Because of my own upbringing, I am having a hard time understanding the importance of hands on lessons and the need to have them within each lesson, multiple times during the week. How can I teach something that I personally don't benefit from when learning? It's like me teaching a group of students the importance of auto mechanics... I don't know the topic, so why teach it?

I know I am rambling, but I wanted to give my readers an idea of what I am struggling with... Any opinions?

Tuesday, October 26, 2010

The Effects of Commercials on Adolescents


For one of my licensure classes this semester, I have been asked to write a quick reflection about the many effects that advertisers, especially those who publicize their products on television, have on the current society, especially for middle school students. At first, I couldn't think of anything that shows on TV that my middle schoolers would be affected by. However, one particular ad came to mind and I was off. Just thinking about the ad infuriates me and seeing this shower gel in my shower at home (which is used by my brother), bothers me even more. As touchy as my reflection may be, it is completely true. For those of you who might get offended, please understand that this was a required assignment for a class. This is my personal opinion and am not deserving of an ridicule from the public eye. To view the entire commercial, click here.

The following is a small excerpt from my paper that I am submitting. Enjoy!

...While observing TV advertisements, one ad comes to mind that is so inappropriate that I am even shocked, but not totally surprised, that it’s on the air. This is a commercial developed by AXE, the company that is responsible for formulating the men’s body wash that has gotten much publicity throughout the years. Though previous ads have held some humor, the most recent ad that was aired earlier this year has been the source of many discussions about morality in our culture.

This most recent commercial deals with athletes complaining about how dirty their “balls” are (in this context, balls were referred to the ball equipment that are used in various sports). However, because this ad is trying to appeal the male society, the term “balls” can be looked at another way. After seeing the commercial, I was disgusted. Not only is the advertisement trying to show that it’s ok for men to strut their stuff in a public manor, it’s going against the values that society holds over the heads of women. I am sure if a company that develops body wash for women came out with an ad that hinted around that fact that women wanted their you-know-what to smell better that the public would be horrified. However, because men still view themselves as the dominant species amongst our culture, the TV companies are going to have no problem posting such commercials on the air for all public viewers, especially the overly hormonal middle school boys who have the special ability to think about the most perverted sayings for every comment made.

Overall, I was very disappointed to see this commercial air on television. This is just another step forward to influence young viewers that it is ok to act out of line, even though the behavior is not completely straightforward. Furthermore, sales are going to spike, not only because a man has run out of soap, but because young teenage boys think they will attract more female pursuers who are only after them because the AXE wash has helped their genital areas smell better...

-Reflection by Katie Castrovinci
ELC 381: The Institution of Education

Wednesday, October 20, 2010

Today Was THE Day

So, today was THE day. THE day I have been planning for about a week. THE day that consumed my life as I designed lesson plans and activities. This was THE day when I would I have my first observation from my OSTE (On Site Teacher Expert). My OSTE, who is otherwise known as my students' real teacher, has been prepping me for a few weeks for today's class. From passing out papers and grading tests, to teaching the kids how to perform a lab, I have been dreading today...THE DAY! And at 8:30 AM this morning, THE day began.

I was evaluated by my mentor during my entire lesson that I taught for 2 periods. My lesson was about the global changes in the atmosphere, and I informed the students about Global Warming, the Greenhouse effect, and the total effects of UV radiation. During the lesson, I pulled out to good ol' overhead projector and use transparencies to present my notes to my students. To have them follow along, I left blanks in their notes so that they had to follow along and fill in the words as we worked together. After the lesson, I played a review game with the students to see how well they were listening, as well as to see how efficiently I gave the information.

After the two classes ended, I finally sat down with my OSTE to see how well I performed today's task. Going over the notes, Mrs. Felix gave me a... 3 out of 4 :)

Looking through her notes, I saw the comments that retained my strengths as a teacher. Seeing these phrases and descriptions gave me complete hope that I am actually doing the right thing in my life. One comment that stuck out: "You're a natural!" Man, did that put a smile on my face :D

Looking back and seeing how I prepared for THE day, I don't regret anything. Though there are a few changes I would tweak for next time, this entire experience was rewarding and inspiring. Most of all, my students were learning from my lesson that I taught... and that's all that matters.

-Ms. C

Note: The activity that I did with my students at the end was derived from this website. For those of you who are interested in cool science gadgets, check out what I ordered online for my students.

Tuesday, October 19, 2010

Ms. "C"

A new blog has been long past due. I haven't written since close to the beginning of the semester and right now, I am half way through and getting ready to sign up for Spring 2011's classes. How quickly these past 8 weeks have gone by, but not quick enough. I am constantly on my computer, hacking away at the keys as I come up with yet another paper, assignment, or lesson plan that needs to submitted to the authorities above who are out for my head :)

After Labor Day, I was assigned to start interning at Mendenhall Middle School. Every Monday and Wednesday morning, I arrive promptly at 7:30 AM (*at least, I try arrive on time*), and prepare myself before meeting my first class full of 30, vibrant 7th graders. This semester, I am teaching science and have earned the nickname Ms. "C." As much as I was looking forward to hearing students call me by my entire last name, this title will have to do.

Overall, the experience has been overwhelming. I am teaching two classes that contain opposite personalities and statuses, so it feels like I am teaching two completely different subjects. The students, however, are fun and are somewhat patient with me as I continue to learn (and pronounce) their names. These students have taught me to step away from my safe zone and have allowed me to open up. As obnoxious and out of control they may be sometimes, I still look forward to seeing them every morning and have even gotten to the point where I miss them on weekends. Even more exciting, I haven't had major problems with the kids and am slowly starting to adapt to their needs for learning...

Well, here I am... rambling away and I still have so much to do. Tomorrow I am teaching the entire two classes about global changes in the atmosphere and am developing an activity to go along with it. On top of what I am already doing tomorrow, I am being observed by the students' real teacher for a grade. This should be fun :/

Enjoy your evening, my fellow readers. And as I tell my students at the end of the day: "Make good decisions... or I'll hunt you down"

-Ms. C




Wednesday, September 1, 2010

Watching this Video- "Gallagher and the Language"

Home

It's been awhile since I've had the opportunity to sit down and write on my blog- my life has been really hectic since I moved out of my house. From mixed up classes to problems with my program of study, I have been in a whirlwind of stress. However, the dust has started to settle and I am getting back into a normal routine.

Greensboro is a different city than Advance. Much bigger and more opportunities to go out and site see. Though I was living close to Winston Salem before moving out here, the two sister cities are nowhere close to being identical. Overall, this is a grand new start of my new life... Greensboro is my new home.

***

I am almost halfway done with my second week of classes, and the normal stress is starting to rise. I have a packed schedule this fall (18 hours of pure education classes), and this is just the easy part of it. I have not received my assignment to where I will be interning at for the next two years, but I will update that information on here as soon as I find out. For now, I am just attending my lectures and prepping for the letters to parents and lesson plans. UNC Greensboro is still a hard adjustment to get used to, but it's slowly starting to wear off on me.

Until next time, my blog fans, I am off to writing another paper.

Monday, July 12, 2010

"This is... Sparta!"


So, I might be exaggerating a little with the title of this blog, but it will somewhat be true in the near future. Sure enough, my new "homeland" starting next month will be the home of the Spartans, which are also known as the mascots for the University of North Carolina in Greensboro. That's right, ladies and gentleman... I am moving on to continue my education at UNCG. This is a decision that I have known about for sometime now, but as the time is quickly approaching for me to prepare for my big move out, I am getting more and more nervous about starting my junior year in college.

For my readers who are oblivious to my schooling plans, here it goes: for years, I have dreamed about working with children, especially those who are in middle grades. During my first two years in college, I did what most of my classmates from high school did after the failing economy- go along the (cheap), community college route for two years after H.S., and then transferring on to a university of my choice. And that's exactly what I am doing.

I am finishing up my last semester at Forsyth Technical Community College, after which I will be receiving my Associates of Art degree. On August 19th, I will be packing up and moving into my dorm which will mark the beginning of my college experience outside of my parents' home. After the move, I will start my first week of classes that are part of the School of Education Program at UNCG. I will be attending classes and working in the classroom for the next two years in preparation to receiving my teaching license in Middle School Ed. Until that time, however, I have started this blog to share my new experiences as I train to become an educator...

Just like the last post, I have so much more that I need to inform you all about, but I am needing to use my time tonight for a Pre-Calculus exam that I have tomorrow morning :(

Wish me luck, readers... and until the next posting, enjoy the cooler weather that we're finally being rewarded with this summer. Take advantage with it while you can.

:)

Sunday, July 4, 2010

A New Beginning

It's been a long time since I have gotten comfortable enough to sit down and write once again. Since my overwhelming health challenges, last September, brought my life to a temporary stopping point, I have recently found myself starting to pick up from where I left everything off. Though I feel like my stroke changed me, I believe that it changed me for the better...

It is late on the 4th of July- I am currently in the beautiful city of Providence, R.I., in the process of packing and preparing the 12 hour long journey (by car), back to my hometown in Advance, NC. As much as I want to write on here about what's been taking place in my life since last September, I know that I have neither the time or patience to bore my readers with the countless accounts of drama that I faced throughout the last 10 months.

For now, I'm starting over... starting over with my blog, my life, and the new path ahead of me... Until I get back home, however, I must focus on packing again as Thomas and I head back home...

Ciao!
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