I am ready for the break, but I am still sad to see this semester go. I worked really hard...and my fingers are crossed for a 4.0. (That all depends on the rounding up of a 89.6 in ed psych!!) I get so attached to my professors and never seem able to get the same professor twice. I admit it. I shed some tears upon leaving my instructional strategies class. My professor gave a really touching end of semester speech. I am a bit of a soft touch.
edit: 15 hours of course work, 5 days a week, 30 hours of field experience- and about 15 more in my kids' school, and Milestone II requirements and I made straight A's!!!
Now that I am on break and amidst all the holiday craziness and fun, I can look back on the semester and say I did it! I worked very hard and was rewarded. I learned so much and met some great future teachers. I feel so accomplished! Now I have Ireland to look forward too!!
Thursday, December 11, 2008
Wednesday, December 10, 2008
I'm obsessed!!
...in a healthy way...with Taylor Mali.
I posted one of his videos several weeks back, and I have since visted his site multiple times and watched all of his videos. He inspires me! He is an educator and a poet, and he makes me think about education in a different way...and he makes me want to write poetry again. To me, he is that which I once aspired to (a beautiful, soulful, thought provoking and moving poet) and that which I now aspire to be: an educator that means what she says and says what she means and is making a real difference. All in one.
I bought the pen!
Check out his page on seeking permission to use hs work (he shares!). Check out his podcasts. I heart him.
I posted one of his videos several weeks back, and I have since visted his site multiple times and watched all of his videos. He inspires me! He is an educator and a poet, and he makes me think about education in a different way...and he makes me want to write poetry again. To me, he is that which I once aspired to (a beautiful, soulful, thought provoking and moving poet) and that which I now aspire to be: an educator that means what she says and says what she means and is making a real difference. All in one.
I bought the pen!
Check out his page on seeking permission to use hs work (he shares!). Check out his podcasts. I heart him.
This post is called IRONY...or, maybe, another sign that I am on the right path...
I probably glamorize teaching more than I should...but if I can't do it now, when can I? For now, it's a dream, and I have spent so many years of my life not knowing what it is I was meant to BE (when I grow up!). Now I do, and there have been a number of signs along the way that I am exactly where I need to be.
Last week, my son's teacher suggested that he has "an attention deficit." She didn't say he has ADD because...she can't. But it was definitely implied.
So this isn't a beautifully poetic sign, but for me, it's a sign nonetheless.
A year ago, I would have been so upset to hear her words.
Now, it is a concern for me obviously, but I took a course on special education this semester; and I know more...I understand more...and I am not terrified.
I have begun the process of speaking with my children's pediatrician. Paperwork has been distributed to my son's kindergarten teacher. It's going to be okay.
I have my own thoughts about my son's issues in school. It may be a maturity issue. He started kindergarten as a 4 year old and turned 5 in September. If he was born only a month later, he wouldn't have been able to start kindergarten at all this year (and, in fact, I think the dates are changing in this state so that a child born in early September will not be able to start kindergarten next year).
His issue is not cognitive. I asked his teacher if we should start considering the possibility of holding him back a year (because I will make decisions for my kids out of love and concern and not out of stubbornness and focus on my own ego-- you know how parents can be..."my child is a GENIUS! No TV, no candy, I am SUPERPARENT!" I keep it real, y'all. I am doing the best I can, and I will be honest about it!), and his teacher said absolutely not. He'd be bored. He is very intelligent orally. He just doesn't complete his work, doesn't stay focused, fiddles with his fingers and shoes, is easily distracted, etc.
My initial feeling when notes were being sent home was that he is just immature. Also, I felt a little resentful that all I ever heard was negative things. Maybe I am a little insecure, too...if I want to be a teacher, shouldn't my kids be wonderfully behaved and ahead of their classmates in academics? But it doesn't work that way around here... I have the utmost respect for homeschooling moms and dads because I don't know how they do it. I care about my children's education more than any teacher they will ever have because I care about who they are, who they are becoming, and who they will be in the future. But I also care that they get to come home and play and be kids, too. I can't be their "home teacher" and their facilitator of fun and relaxation, can I? Am I expected to have the smartest, brightest kids in the class if I am an educator? Don't get me wrong. I make them complete their homework, and I check it. We talk about school quite a bit. I volunteer. I am INVOLVED! And I even have my daughter (a second grader) adding and subtracting three and four digit numbers because I have a thing about girls and math! (I am old enough to have had a teacher tell me that girls just can't "do" math and science the way boys can!) I care...I really, really care. But the night time has to be our time together- just to be us- too.
My son is a sweetheart. I do not like the label of ADD/ADHD because it is associated with the stereotype of the "bad" kid. I do not like the label of ADD because I feel like I have to defend my child and say NO, REALLY, he IS a sweetheart! But am I starting to see some of the ADD characteristics (he is not hyperactive) in his behavior? Yes.
So where do I go from here? There are many different sides to this whole thing. First, I am glad that I have had the opportunity to research this disability (both in introduction to special education and general psychology). I know it is a real thing even though many suggest otherwise. I know it can be debilitating to those affected by it. I am glad that I can appreciate ADD/ADHD for what it is- something real, something serious.
I am not totally convinced that Scotty will not just grow out of his immaturity (?), and he is so young to be diagnosed with ADD (though there are others in his class who have been!). Medication is completely out of the question until one of two things happens: 1) he is unable to develop cognitively because of it, or 2) he is mentally suffering (self-esteem issues, depression, etc.) because of it.
I know enough to know that it is better to get the diagnosis and share it with the school so he can receive those special services. ...so maybe they will see him as having a disability instead of being a "bad" kid.
I have to say that his teacher has been WONDERFUL through all of this. She has developed a behavior modification system for him, and truthfully, because of her, he has already been receiving "special services."
I wonder if I will be viewed negatively because I will not be medicating my child in the foreseeable future. Like so many other things, this situation has taught me a valuable lesson that I will use in my future career. It is not fair to judge a parent's decision to medicate or not to medicate based on a limited amount of information. I have been guilty of this just this semester in my field experience. My mentor teacher has five students with ADD/ADHD, and some of them were not on medication. Some of them went back and forth between being on and off medication. My mentor teacher viewed this very negatively so I did as well. Now I know that I can't judge parental decisions after only knowing a child so briefly. It is not my job to judge. It's my job to educate students to the best of my ability in ways that target my students' abilities. It is my job as a mom to make the best choices I can for my children, and it is only fair that I give other parents the respect they deserve for helping their own children in the best way they know how to do so.
Last week, my son's teacher suggested that he has "an attention deficit." She didn't say he has ADD because...she can't. But it was definitely implied.
So this isn't a beautifully poetic sign, but for me, it's a sign nonetheless.
A year ago, I would have been so upset to hear her words.
Now, it is a concern for me obviously, but I took a course on special education this semester; and I know more...I understand more...and I am not terrified.
I have begun the process of speaking with my children's pediatrician. Paperwork has been distributed to my son's kindergarten teacher. It's going to be okay.
I have my own thoughts about my son's issues in school. It may be a maturity issue. He started kindergarten as a 4 year old and turned 5 in September. If he was born only a month later, he wouldn't have been able to start kindergarten at all this year (and, in fact, I think the dates are changing in this state so that a child born in early September will not be able to start kindergarten next year).
His issue is not cognitive. I asked his teacher if we should start considering the possibility of holding him back a year (because I will make decisions for my kids out of love and concern and not out of stubbornness and focus on my own ego-- you know how parents can be..."my child is a GENIUS! No TV, no candy, I am SUPERPARENT!" I keep it real, y'all. I am doing the best I can, and I will be honest about it!), and his teacher said absolutely not. He'd be bored. He is very intelligent orally. He just doesn't complete his work, doesn't stay focused, fiddles with his fingers and shoes, is easily distracted, etc.
My initial feeling when notes were being sent home was that he is just immature. Also, I felt a little resentful that all I ever heard was negative things. Maybe I am a little insecure, too...if I want to be a teacher, shouldn't my kids be wonderfully behaved and ahead of their classmates in academics? But it doesn't work that way around here... I have the utmost respect for homeschooling moms and dads because I don't know how they do it. I care about my children's education more than any teacher they will ever have because I care about who they are, who they are becoming, and who they will be in the future. But I also care that they get to come home and play and be kids, too. I can't be their "home teacher" and their facilitator of fun and relaxation, can I? Am I expected to have the smartest, brightest kids in the class if I am an educator? Don't get me wrong. I make them complete their homework, and I check it. We talk about school quite a bit. I volunteer. I am INVOLVED! And I even have my daughter (a second grader) adding and subtracting three and four digit numbers because I have a thing about girls and math! (I am old enough to have had a teacher tell me that girls just can't "do" math and science the way boys can!) I care...I really, really care. But the night time has to be our time together- just to be us- too.
My son is a sweetheart. I do not like the label of ADD/ADHD because it is associated with the stereotype of the "bad" kid. I do not like the label of ADD because I feel like I have to defend my child and say NO, REALLY, he IS a sweetheart! But am I starting to see some of the ADD characteristics (he is not hyperactive) in his behavior? Yes.
So where do I go from here? There are many different sides to this whole thing. First, I am glad that I have had the opportunity to research this disability (both in introduction to special education and general psychology). I know it is a real thing even though many suggest otherwise. I know it can be debilitating to those affected by it. I am glad that I can appreciate ADD/ADHD for what it is- something real, something serious.
I am not totally convinced that Scotty will not just grow out of his immaturity (?), and he is so young to be diagnosed with ADD (though there are others in his class who have been!). Medication is completely out of the question until one of two things happens: 1) he is unable to develop cognitively because of it, or 2) he is mentally suffering (self-esteem issues, depression, etc.) because of it.
I know enough to know that it is better to get the diagnosis and share it with the school so he can receive those special services. ...so maybe they will see him as having a disability instead of being a "bad" kid.
I have to say that his teacher has been WONDERFUL through all of this. She has developed a behavior modification system for him, and truthfully, because of her, he has already been receiving "special services."
I wonder if I will be viewed negatively because I will not be medicating my child in the foreseeable future. Like so many other things, this situation has taught me a valuable lesson that I will use in my future career. It is not fair to judge a parent's decision to medicate or not to medicate based on a limited amount of information. I have been guilty of this just this semester in my field experience. My mentor teacher has five students with ADD/ADHD, and some of them were not on medication. Some of them went back and forth between being on and off medication. My mentor teacher viewed this very negatively so I did as well. Now I know that I can't judge parental decisions after only knowing a child so briefly. It is not my job to judge. It's my job to educate students to the best of my ability in ways that target my students' abilities. It is my job as a mom to make the best choices I can for my children, and it is only fair that I give other parents the respect they deserve for helping their own children in the best way they know how to do so.
Monday, December 1, 2008
Sharing!!
A classmate and I were discussing "sharing" the other day. In theory, it seems so simple: be nice and share. The end.
For educators, this should be even simpler. After all, educators share knowledge with their students. In fact, they share love, wisdom, and guidance too. Sharing really is a teacher's guiding force because it isn't the point to give only a little bit in order to always be the more educated being; the point is to give students everything so that they are well prepared and competitive in the work force.
So why don't educators willingly share with one another? I don't know this from personal experiences, but my classmate had some experiences related to this, and several of my mentor teachers have made comments regarding the idea of "sharing" in the education community. (Notably that teachers are often very protective of their own work.)
The primary reason I started this blog was to become a part of that community (but like all good things, it has shown itself to have other benefits).
Educators should be passionate about education- in general- and for everyone. For gifted and talented students. For at-risk students. For students with disabilities. For students who have been placed in vocational tracks. For students of every shape, size, color, and disposition. I think educators should be pro-higher education for every single person who says- or thinks to herself- I want to go to college! I think educators should be passionate about life-long learning, about inspiring others to seek out knowledge, to explore curiosity. I think educators should want everyone to do their best and to BE their best.
So why wouldn't educators want other educators to be their best? And if I have something of use (lesson plans, activities, valuable resources), why would I NOT want to share it with fellow teachers?
It sounds really great and novel...and actually, correct. Being a teacher is about more than what one does during the school day. And I may not have thought any further about this, but I had an experience recently that made me really appreciate what it means- and how difficult and unnatural it is for someone like me- to share.
(I'm a nice person- I swear!)
I am an overachiever. Ask anyone. It's true! I actually have a problem with doing TOO much and going TOO far. Once I get an idea, I run with it! I like to be acknowledged for my accomplishments. I like to be "gushed" over. I like people to take the time to appreciate my work...and then I want to hear how awesome it is. I'm only being honest. Believe me, it's very annoying to my friends and family...
I don't want to be average. I don't want to be just one of many. I want to stand out, to be recognized. I want to be the best. It's true. It's who I am.
Recently, I presented my first webquest to my instructional technology class. I presented early so that I could chaperone my daughter's 2nd grade field trip. After my presentation, I shared the link to the site I used for clipart (It's awesome- Free Clipart by Phillip Martin) with my professor and classmates. Several days later I discovered that many of my classmates then used the site for their class projects.
I had not intended for them to use this site for THESE projects in THIS class. I initially thought, "gosh, couldn't you wait?" I thought that, because our webquests had similar clipart- in some cases the EXACT SAME image- surely it takes away from the value of my webquest.
Again, I'm just being honest.
It clicked in my brain nearly right away, though: first, I'm ridiculous because it's not even MY clipart. Secondly, I had done the right thing by sharing the link because it had helped my classmates. They produced really great work. I looked at their projects and saw some unique, creative, and brilliant ideas. I wanted to write their idea down and copy the URLs to the sites they found.
I was amazed and intrigued and inspired.
And I got not only one lesson out of the whole thing...I got two.
I am not pursuing a career in education because I want fame and fortune. I am pursuing a career in education because I want to be a positive influence and have a powerful affect on young lives. It's not about ME. If I do something great, it's because I did it for children.
And if I do it, I want to share it because I can not educate every child- but I care about every child's education- and because I am surely not the only brilliant mind in the education world. I am one of so very many. Building relationships and a community of sharing affects not only those I can help, but those who can help me. More importantly, it helps OUR students!
For educators, this should be even simpler. After all, educators share knowledge with their students. In fact, they share love, wisdom, and guidance too. Sharing really is a teacher's guiding force because it isn't the point to give only a little bit in order to always be the more educated being; the point is to give students everything so that they are well prepared and competitive in the work force.
So why don't educators willingly share with one another? I don't know this from personal experiences, but my classmate had some experiences related to this, and several of my mentor teachers have made comments regarding the idea of "sharing" in the education community. (Notably that teachers are often very protective of their own work.)
The primary reason I started this blog was to become a part of that community (but like all good things, it has shown itself to have other benefits).
Educators should be passionate about education- in general- and for everyone. For gifted and talented students. For at-risk students. For students with disabilities. For students who have been placed in vocational tracks. For students of every shape, size, color, and disposition. I think educators should be pro-higher education for every single person who says- or thinks to herself- I want to go to college! I think educators should be passionate about life-long learning, about inspiring others to seek out knowledge, to explore curiosity. I think educators should want everyone to do their best and to BE their best.
So why wouldn't educators want other educators to be their best? And if I have something of use (lesson plans, activities, valuable resources), why would I NOT want to share it with fellow teachers?
It sounds really great and novel...and actually, correct. Being a teacher is about more than what one does during the school day. And I may not have thought any further about this, but I had an experience recently that made me really appreciate what it means- and how difficult and unnatural it is for someone like me- to share.
(I'm a nice person- I swear!)
I am an overachiever. Ask anyone. It's true! I actually have a problem with doing TOO much and going TOO far. Once I get an idea, I run with it! I like to be acknowledged for my accomplishments. I like to be "gushed" over. I like people to take the time to appreciate my work...and then I want to hear how awesome it is. I'm only being honest. Believe me, it's very annoying to my friends and family...
I don't want to be average. I don't want to be just one of many. I want to stand out, to be recognized. I want to be the best. It's true. It's who I am.
Recently, I presented my first webquest to my instructional technology class. I presented early so that I could chaperone my daughter's 2nd grade field trip. After my presentation, I shared the link to the site I used for clipart (It's awesome- Free Clipart by Phillip Martin) with my professor and classmates. Several days later I discovered that many of my classmates then used the site for their class projects.
I had not intended for them to use this site for THESE projects in THIS class. I initially thought, "gosh, couldn't you wait?" I thought that, because our webquests had similar clipart- in some cases the EXACT SAME image- surely it takes away from the value of my webquest.
Again, I'm just being honest.
It clicked in my brain nearly right away, though: first, I'm ridiculous because it's not even MY clipart. Secondly, I had done the right thing by sharing the link because it had helped my classmates. They produced really great work. I looked at their projects and saw some unique, creative, and brilliant ideas. I wanted to write their idea down and copy the URLs to the sites they found.
I was amazed and intrigued and inspired.
And I got not only one lesson out of the whole thing...I got two.
I am not pursuing a career in education because I want fame and fortune. I am pursuing a career in education because I want to be a positive influence and have a powerful affect on young lives. It's not about ME. If I do something great, it's because I did it for children.
And if I do it, I want to share it because I can not educate every child- but I care about every child's education- and because I am surely not the only brilliant mind in the education world. I am one of so very many. Building relationships and a community of sharing affects not only those I can help, but those who can help me. More importantly, it helps OUR students!
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