Field Blog-HB (day 4)

    Coming into my final day of observing at HB, I was anxious to see how the day would go because we were supposed to go to Squires Valley again. When I was walking towards the classroom, I saw one of the teachers coming from the opposite direction, walking towards me. Something looked a little off I thought... She soon told me that she was going home sick so we were not going to Squires Valley and would just stay at school. There were a few kids who were out sick that day, so the other teacher said she'd be fine by herself. After Julie (Mrs. Harris) left, it was just Marisa (Mrs. Haverlock), me, and the students. I am glad I was there to help her out so she didn't have to be alone with them the whole time.
   We stayed in the classroom the whole time, which made the kids go a little bit crazy. We played with these bead type things that I did as a kid, so I really enjoyed doing that with them. I was really surprised as to how well they did with this activity. The beads are so little and you have to put them on tiny posts, I struggle with it a lot of the times, but they do have smaller fingers than I do.. I helped them pick out the colors they wanted to do, but mainly let them put them on their shape unless they really needed help. While we were doing this activity, Marisa left the classroom for a little bit to go grab a coffee, leaving me in charge of the kids. I liked that she was able to trust me with the kids for that short period of time, it made me feel more grown up... She soon returned and then it was time for lunch. They had lunch in the classroom because they had their individual lunches because they were originally supposed to go to Squires Valley. After lunch, they played for a little bit more and then they had a rest time, which was a nice and well-needed break.
    After a nap time, I helped the kids get up and get ready to go home. I also left around the time that they went home. I really enjoyed these field experiences and am excited to see where else JCU will take me.

Field Blog-HB (day 3)

    Today, we weren't going on a field trip so I was excited. I knew I wasn't going to freeze and that it would be has hectic as last time. When I got there, the kids were just getting ready to eat snack. They were all sitting in a circle on the carpet, playing a game with Mrs. Harris. It was called the Memory Game. There was a pan, and in the pan were five objects. The children were given some time to look at the objects and memorize which pieces were there. After looking at them for a while, Mrs. Harris put a cloth over the pan and took out one of the objects. She then took the cloth off of the pan and the children had to guess which object was missing. They had to raise their hands to guess and not scream out the answer. Immediately, almost all of their hands flew up and they were all so anxious to answer. Mrs. Harris chose one of them and he or she would guess but if they didn't get it right, she'd move onto another person. After they guessed, she put the object back and this time took away two. She repeated this same process, but as the game went on, she would take away more and more pieces until eventually all of them were gone. I really liked this activity that they played. It taught them patience and self-control (having to wait to get called on and not yell out the answer), and they were constantly thinking. Even I had a little bit of trouble the first time figuring out which piece was missing. At the end of the game, the children were called, one by one to go wash their hands and take their seat for snack.
   There are three different tables that the children sit at for snack. They put a pretend candle on each of the tables and a placemat at each spot before snack. I chose to sit at a table with two little girls. They were so excited that I chose to sit with them, it was so cute. I really enjoyed talking to them while they were eating. Adelyn was a little shy at first, but quickly warmed up. I asked them a bunch of questions to keep the conversation going and they loved having someone else to talk to while they ate. After snack, we just played in the classroom for a bit and then they had dance class. I sat in on their dance class and watched them gallop all around the room. They all have such wild imaginations and they use them a lot during dance class. After dance, we went back into the classroom and played up until lunch time. When they were going to lunch, I was going to head back to campus. When I was leaving, two of the girls ran up to me and attached themselves on my legs, begging me not to go. This class is so fun and I love to be around them.

Field Blog-HB (day 2)

    After spending my first day with the children, I was very excited to come back. They are so warm and welcoming and seem like they will love you no matter what. I was anxious to see how the day would go because we were going on a field trip to Squires Valley. They go there three times every month just to get them out of the classroom and get some exercise. Before I observed this day, I had one of the teachers give me a link about the positive effects of nature on children. As a kid, I was constantly outside playing. I loved being outside and still do to this day. Now a days, children are staying in more and more because of the technological advancements. There are now so many game systems and television shows and computer games to play that the children stay in more and more. The technological advances have led to many positives but also caused many negatives.
    The children ate lunch in the classroom before we left and then began to get ready to head out. Getting ready was so very chaotic. I was helping the kids get their snow suits, coats, hats and gloves on and it was just so crazy. They weren't listening very well to begin with and then they were hitting each other and throwing things every where. The teachers warned me that getting ready usually gets hectic, but until I was in it, doing it, I didn't realize how crazy it could get. They were like trying to tame wild animals. It took us probably ten to fifteen minutes to get ready and start heading out to the buses. The teachers had to pull aside a few of the kids and have a talk with them about their behavior and what they need to change. Loading the bus was also a very difficult process... You had to help every kid get into their seats and make sure they were buckled up properly. It also just wasn't one class going on this field trip, but three pre-k classes, even more hectic. The whole bus ride the kids were yelling across the way, trying to talk to their friends. I remember my head pounding because of all of the noise.
   We finally get there after fifteen to twenty minute bus ride of screaming and kicking. It was freezing out. I wore two pairs of pants, two pairs of socks, a long sleeve shirt, sweatshirt, coat, a hat and gloves, and rain boots. I thought I was pretty well prepared, but I was still cold. The kids were running around, so they weren't cold. But just standing there, watching them play was freezing. We hiked in the woods a little bit and the children loved being in nature and exploring everything. There was a creek, which of course they all ran straight to. The teachers just stayed back and let the kids interact with each other. They were able to work out arguments and eventually get along pretty well. They absolutely loved this experience and being able to be outside. After a little over an hour of running around and playing, it was time to start heading back to the bus. Loading them up again wasn't as much of a struggle because they were all tired out. The bus ride back wasn't nearly as noisy as before, thank God.
     I really enjoyed being able to go on a field trip with these classes and watching them interact with each other without a lot of adult interaction. They are such a good and fun group of kids and I loved spending time with them.

Field Blog-HB (Day 1)

     For my ten hours of observations, I chose to go to Hathaway Brown and observe a Pre-K classroom. When I walked into the classroom, I was warmly greeted by the little girls and boys. A bunch of the kids ran up to me right away and gave me hugs and immediately grabbed my hands, wanting me to come join them and play. The majority of the children weren't shy at all and the ones who were a little more shy warmed up to me right away. I already knew a few of the children in the class from working at the infant and toddler center at HB; some went there as babies and some had siblings who went there. I also knew one of the teachers prior to coming in, so I wasn't very nervous and had an idea of what to expect. One good thing about this classroom is that there are two teachers, and also the students have an option of half day or full day, so a decent amount of them went home early, giving the teachers a break and less to worry about.   

     When I first got there, the kids were all playing together nicely, and a few were playing individually. The classroom was a pretty good size and there were many different stations for the children to play at, such as a sand table, a kitchen area, a reading area, and much more. At first, when I walked in some of the kids didn't notice me or just chose to continue playing with their toys, while others ran up immediately, curious to know who I was. Mrs. Harris introduced me to the class, they all said "hello Miss Musso" which sounds so weird to me, and then they all came over to play with me. After playing with the children for about a half hour, they had snack. Prior to snack, they all washed their hands in the bathroom and sat down at their assigned tables. Each table had a pitcher of water and three of the kids had the responsibility of bringing it to their tables. They poured their water out of the pitcher and after they were done eating, they put their plates and cups away. I like how they weren't reliant on their teachers to do everything for them. 

     Then, they all went and sat on the rug and did an activity with one of their teachers. They took a vote about what the name of their bakery should be and one little girl who voted for the name that lost became very upset and threw herself on the floor, crying. Mrs. Harris brought her away from the rest of the class and sat down and talked with her. A few minutes later, she was back playing with the children, about to head off to dance class. While they were at dance, I had the chance to sit down with the teachers and talk about why I was there, what I wanted to get out of it, and other things. The children cam back after about 20 minutes and I played and interacted with them the rest of the time. I read them books, they made a "movie" for me, we colored pictures, and I made sure they didn't get too out of hand. If they were arguing a little, I sat back to see if they can work it out, but if not, I intervened and helped them come to an agreement. Overall, I really enjoyed being in this classroom and am excited to go back. 

Field Blog-The Agnon School

     Going into Agnon School, I was really exited. It was a private, lower school which is exactly what I want to teach. I want to teach first or second grade, and I was placed to observe in a first grade classroom. Before we went into the school, we were told that the students refer to the teachers and all of the staff by their first names. At first, I wasn't really sure what to think about this. It could be seen in a couple of different ways; some people may think that it is disrespectful to their teachers, their superiors or some may view it as a sign of comfort. At my high school, I would sometimes call my teachers by their first names but not often. It never really felt right to me; I feel like it should be Mrs. or Mr. so and so. The students were very comfortable with their teachers, which is a very good thing. They share a bond and the students are able to be themselves around them and trust them.

     In the first grade classroom I sat in on, there weren't very many students in a class; there were maybe 15 or so. I think that smaller class sizes work much better for both the students and the teachers, especially for the students at a young age. Each week, the students will take home their "homeschool journal" and write a note to their parents about what they are doing in school. When they take it home, their parents will then write a note back to them, responding to their message. I love this idea. I think it is a great way to keep the parents informed on what their children are doing in school and also helping the students practice their writing skills. 

     In this first grade classroom, the students seemed pretty responsible. If they had a question, they first have to go to three of their friends or a different group for help before they go to their teacher. I think this is a very good and effective rule. It teaches the students to try things on their own first and if they can't figure it out that way, then go to their friends for help; they don't have to immediately go to their teacher when they're stuck. The students are often placed in groups, teaching them to work together. The teacher placed two students in a group to work on their packets, one of a higher reading level and one of a lower reading level. This way, the students were ensured of finishing the packet. It helps the lower reader learn to follow along with the higher reader, and the higher reader is able to help teacher the lower reader. While groups are working together, the teacher will pull aside one group and meet with them individually. She goes over their packets with them and instructs them on what else they need to do and what they can do differently. When she meets with the groups individually, she meets them at their individual needs, giving them different work than other groups sometimes. Some of the students are held at higher standards and are given higher levels of readings then the others. One thing that stood out to me was the "whisper phone". This phone has a hole by the mouth and one by the ear -- it ejects the sound from their mouth back into their ear so they can hear exactly how they sound. I think this is such a cool method of learning for the students.

     

   

     

Blogpost 9

Based on your reflections on this week’s readings, the in-class school design project, and your thoughtful consideration of your lived experiences, what do good schools look like?  (~ 250 words). 

Good schools, to me, are places where the students can be who they want to be and aren't afraid, where they can learn to their highest abilities and the sky is the limit. A good school consists of teachers who care and are willing to go the extra mile in order to make their students want to learn and become good and thriving students. The teachers act as role models and genuinely care about teaching and do what is in the best interest of their students. The teachers will treat each student as an individual and are able to meet each and all of their needs. They know what each student is capable of, therefore they hold each student at a different standard. They will make the classroom environment enjoyable and a place where the student truly wants to learn. The teachers have their own teaching style/method that works for their class and they know how to keep the students engaged. The teachers will have a relationship with each of their students by finding common interests and getting to know their students. The students know exactly what is expected of them and will try to fulfill their responsibility to their best ability. They will always try their hardest, which is what is expected of them. The students know their boundaries; there will be consequences if they go against the rules and they know what is expected of them. The teachers are able to teach what they want and what they think is best for their students. There will be core classes, but they are able to teach it the way they please and are able to tweak it. A school should be a place where the students are free to be who they please, where they are interested in learning and becoming the best of who they are. 

Blogpost 8

 "Building Bridges" to me means building a student-teacher relationship. In order to do this, the teacher must find common interests with the students and really get them to trust him or her. The students have to feel comfortable with the teacher and feel like they can go to their teacher for help no matter what. I think that it is good for the teacher to have a relationship with the students outside of just classes; find common interests with them, such as sports, music, television shows, etc. and get them to trust them. When I was in high school, I had relationships with my teachers outside of the classroom setting and I felt very comfortable with them and knew I could go to them for help. I wasn't shy in asking for help because I knew that they were always willing to help me succeed. I also went on a trip to Italy with three of my teachers and 15 other students, which helped make my relationship grow with them. I really enjoyed getting to know them outside of the classroom where they didn't serve as just our teachers. It was interesting to see how they acted differently out of the classroom setting. 
     The teacher must make it known to the students that they are here to teach them and help them grow as students, that they only want the best for them and that they are willing to do whatever it takes to help them succeed. Yes, they will push you and set up many obstacles, but once you overcome those obstacles and know you can do it, you will feel much better about yourself knowing that you can do it. A teacher, you can think of, is like a coach for education. Your coaches will push you and help you become a better play, just like your teacher helps you become a better and well-rounded student. Bill Ayers gives us a few examples of what it means to "build bridges". One example, is giving the students a challenge to actually build a bridge for their class pet, a turtle. The students all work together in building a bridge for this turtle and the teacher is there for support and to help them when need be. The other example was the adult literacy class. This class empowered the adult students to change the community they live in to better their lives and the lives of others in the community. They all worked together to make this possible, just like the students did in the turtle example. The pattern, by making small changes in ourselves to benefit the class as a whole, motivates everyone to work for the common goal. It is essentially teamwork. As simple as that may sound, it is not. They all have to work together and bond in order to make something possible, which in both of the examples, they did. Just because there are more people working together doesn't mean that it will be easier to accomplish the goal. Working with other people can sometimes be very hard and frustrating. You all have to agree on what to do, but everyone has a different opinion. It is very hard to work in groups sometimes, but that is just a part of learning.

Field Blog-Cleveland Heights HS

  Going into Heights High School, I wasn't quite sure what exactly to expect. I attended a very small, private high school and Heights High is much larger and it is a public high school. I was always curious and it was cool to see what this school was like because this would have been my high school if I had chosen to go public.
     One thing about this school that really interested me was the R.E.A.L Early College Program. This program gives students the chance to take more advanced classes in high school and start college courses two years earlier. I've never heard of a program like this before and it was really fascinating to hear about it from one of the students who is in the process of completing the program. I think it is a great idea to have a program like this in the school systems. The students are separated from their other classmates, both academically and socially, but if they know what they are getting themselves into in the beginning, I think it would work out very nicely. It is such a great opportunity for the students to have this as an option in their high school career. If they are willing to work that much more in order to fulfill the requirements of this program, that is great and gives them an advantage. I think that a program like this should be available in more schools so the students are given the chance to start their college careers earlier and help them prepare for the challenges that life throws at us at a younger age.
     While at Heights, I sat in on an advanced math class--Algebra II. It was actually being student-taught by a current senior at John Carroll. It was very interesting to see how a student-teacher taught and see what he did right and wrong. There weren't very many students in the classroom, maybe about ten or so. I think that smaller class sizes work better and are much more easily managed than a larger, more chaotic class. Mr. Oakley gave his students a few problems to complete, and while they were doing so, he walked around the classroom, making sure that the students understand the concepts and material on the worksheet. If one did not understand or had a question, he would sit down with the student and walk him or her through the problem, making sure they know what to do and how to complete the process next time. Another thing he did that I liked was give the students example problems that were incorrect. It showed them exactly what not to do and how it can get confusing and why it does. At my high school, a few of my math teachers did this and I remember that it worked well and really helped me when it came time for the exams. Along with giving examples of incorrect problems, he demonstrated a couple different ways to complete the problems. The students would then use whichever method they felt most comfortable with. Mr. Oakley did a great job teaching the students these concepts and really making sure that they have a good understanding of the material.

Blogpost 7

"Greatness in teaching…requires a serious encounter with autobiography

Greatness in teaching requires getting over the notion that its sets of techniques or methods… Lots of folks write adequate lesson plans, keep order, deliver instruction — are lousy teachers.

Greatness in teaching engages students, interacts with them, draws energy and direction from them, and offers reasons to plunge into classroom life. 

-Bill Ayers, p. 97

I’m at a loss for how to approach this lesson, these readings. I want it to be meaningful and relevant to each of you and to the complex lives you bring every day. During the lesson, you should feel compelled to be fully present and engaged in the learning experience… Hmmmmm…^+#)~%@*&???

What does Ayers mean by the metaphor of building bridges? Bridges from where to where?  Is there a pattern? (Yes, there is a pattern) If so, can you extend the pattern with two pertinent examples?"

"Building Bridges" to me means building a student-teacher relationship. In order to do this, the teacher must find common interests with the students and really get them to trust him or her. The students have to feel comfortable with the teacher and feel like they can go to their teacher for help no matter what. I think that it is good for the teacher to have a relationship with the students outside of just classes; find common interests with them, such as sports, music, television shows, etc. and get them to trust them. When I was in high school, I had relationships with my teachers outside of the classroom setting and I felt very comfortable with them and knew I could go to them for help. I wasn't shy in asking for help because I knew that they were always willing to help me succeed. The teacher must make it known to the students that they are here to teach them and help them grow as students, that they only want the best for them and that they are willing to do whatever it takes to help them succeed. Yes, they will push you and set up many obstacles, but once you overcome those obstacles and know you can do it, you will feel much better about yourself knowing that you can do it. Bill Ayers gives us a few examples of what it means to "build bridges". One example, is giving the students a challenge to actually build a bridge for their class pet, a turtle. The students all work together in building a bridge for this turtle and the teacher is there for support and to help them when need be. The other example was the adult literacy class. This class empowered the adult students to change the community they live in to better their lives and the lives of others in the community. They all worked together to make this possible, just like the students did in the turtle example. The pattern, by making small changes in ourselves to benefit the class as a whole, motivates everyone to work for the common goal. It is essentially teamwork. As simple as that may sound, it is not. They all have to work together and bond in order to make something possible, which in both of the examples, they did. 

Blogpost 6

Capture your thoughts on postits marking the place in the book where you had your thoughts. As you are reading, please pay close attention to your thought process. Using Postit notes, mark places in the text where you become conscious of your thinking process. Examples: questions, things you wonder about, making a prediction about what is next, offer some critique and analysis, connect to other readings, connect to observations in the field, connect to current affairs in the news, relate to a lived experience and so forth. Take one or more of the annotations and develop it further into BlogPost6.

While reading Paulo Freire's "The Banking Concept of Education", it made me realize that that is how education really is today. Thinking back on my experiences as a student in grade school, I realize that I was mainly just being fed information. Freire referred to is as the teacher "making a deposit". Which, if you think about it, it's true. During the time, I didn't think anything about the way I was taught. I just thought that thats how it works and thats the way it would be. Students just memorize, not actually understand the concepts at hand. In order to be able to remember something and remember it for a decent amount of time, you have to fully understand it not just memorize the words. I know from experience that memorizing the information for the test the night before does not help in the long run. When it came time for midterms, there were some sections that I completely forgot about and were foreign to me. Students still do this, know what they need to know for a test, forget about it right after and then its not brought up again. The other method brought up in this chapter was the "problem-posing method". This method makes the students use their brains and really focus and understand what they are learning. It teaches them to take risks that they usually wouldn't even think about. The bank concept vs. the problem posing method is completely different and I think that the problem posing method needs to be used much more often. 

Field Blog-Beachwood MS

     Going into Beachwood Middle School for our first field experience, I didn't really know what to expect. I have never gone to a public school before so I wasn't quite sure what it was going to be like. I have never actually sat in on a class before and observed what was going on, but I have helped teach and run a few lessons for a fourth grade class at my high school. While observing, I really tried to focus on how the teachers were teaching and how the students reacted to their style. It is very important to make sure that the students understand your teaching methods and that they are comfortable in the classroom setting.
     The first classroom I was in was a history class taught by Mr. Baker. There were very few students in this classroom, but Mr. Baker made sure to point out that the class sizes are usually double or more the size of this class. The students were reviewing for a test or quiz and the main focus was on Henry Ford. Mr. Baker had made up a slideshow with information about Henry Ford, his life, and accomplishments. While reviewing, he would go through each slide and talk about it more in detail so the children would understand it.  Each child had a mini whiteboard at their desk and when Mr. Baker would ask a question, each one of the students would write the answer on their whiteboard and hold it up to show the teacher. Mr. Baker would then walk around the room, looking at each white board. Using the whiteboards, Mr. Baker said, saves a lot of time because he doesn't have a bunch of hands going up and a couple kids trying to answer the question.  This way, the students are participating the whole time and are forced to be engaged. I think this is a good method for reviewing because the students have to pay attention the whole time and don't have other ways to distract them. I did notice, though, during the review, that the students weren't taking any notes on the powerpoint slides or the teacher talking, they were just paying attention and writing on their whiteboards. Mr. Baker had a pretty low and monotone voice, which I'm sure can get a little boring for the students but they seemed to be doing well with focusing on the subject and keeping distractions aside.

     The next classroom I observed in was a Language Arts class taught by Mrs. McCormac. For the first fifteen or so minutes of class, the students got out their computers and focused on learning a specific topic. They each had a chart online where they would work with grammar and other mechanical skills. Mrs. McCormac said that learning grammar must be repetitive in order for the students to understand it. You can't just go over it once and expect the students to understand and know what to do. In order for it to stick, you must go over it over and over until they are comfortable with the material. While some of the students were finishing up their charts, the ones who were finished read silently to themselves or just sat there quietly. There was one girl in the class who I think had a learning disability, and she sat off to the side of the class. There was another man/teacher in the class who was specifically helping her, which made it easier for Mrs. McCormac. This is Mrs. McCormac's last year teaching at Beachwood Middle School and I can kind of tell why... She didn't seem to have much patience with the students. It seemed to me like she would sometimes put them down instead of just correcting them or helping them figure out the answer. When I am a teacher, I will make sure to help the students figure out the correct answer and not just correct them and make them feel lower than you.
     Going to Beachwood Middle School was a good learning experience. I had to different types of teachers with completely different styles of teaching. One class was very small and the other was larger. The students in the smaller classroom seemed to pay more attention and focus more because there were fewer distractions, less children. They were also a grade or two older so that made a big difference. The Language Arts class seemed a little out of hand at times; I noticed a few students not paying attention at all or talking to the person next to them. I think smaller class sizes are much more effective, and that is how it was in my high school and I feel that worked best for me. Every student is different and has a different learning style, so the teacher will just have to make accommodations to fit the students needs.

Blogpost 5

Rofes (2005) makes clear distinctions between liberal and radical conceptualizations of addressing homophobia and heterosexism in k-12 schools. Discuss these distinctions with examples from schools you attended. How does Rofes (2005) discuss childhood? What do the liberal and radical distinctions of addressing homophobia and heterosexism have to do with contemporary understandings of childhood? What do you believe and what is your vision for the school where you hope to be teaching in the next four years? (250 thoughtful words).

During my schooling experience, I haven't come across many times where we weren't open and accepting. Yes, there will always be a few kids that will make rude remarks, but overall as a group we were very accepting and not judgmental. I went to Hathaway Brown, an all girls school, and because it was an all girls school I think that people we're more comfortable to be themselves and come out. I didn't realize much of a difference with people coming out between my freshman and senior year. They didn't choose to hide it early on and I am glad they didn't. They weren't afraid to show who they really were and we all accepted that. A couple of times, I have seen girls holding hands walking through the halls and showing emotion with each other and I am happy that they feel that comfortable to do so. Of course, there are some people who feel uncomfortable seeing this, point people out, and make rude remarks, but no matter what, there will always be those people in life no matter who you are and what you are doing. When I am a teacher, I want the classroom to be a safe and open place for all of the children. I want them to be comfortable to be themselves and feel like it is okay to be who they are. I want everyone to know it is okay to be different and be who they are and that no one will judge them for it. Everyone is different and we just need to accept who they are, no matter what. 

Blogpost 4

[Teachers] should recognize that the linguistic form a student brings to school is intimately connected with loved one’s community, and personal identity. To suggest that this form is “wrong” or, even worse, ignorant, is to suggest that something is wrong with the student and his or her family. (p.33)

It is very important for teachers to understand this quote. Teachers need to understand their students and their backgrounds, not immediately come to the conclusion that they are incorrect. Saying that a student is ignorant is never okay, no matter what. Just because some children make speak differently or act differently than you, doesn't mean that they are wrong, it means they were brought up and raised differently than you were. Everyone is not the same and that needs to be accepted; we are individuals for a reason. Teachers can't automatically judge a student just by the way he or she speaks; the teacher needs to know that there is nothing wrong with the student if they have a different linguistic form then them. They need to learn that everyone is different and are raised differently, and that it will affect the way that the children will act, but it doesn't mean that in any way are they wrong or ignorant. 

Blogpost 3

How to make the children feel comfortable in the classroom?
     The readings have offered many different options in order to make the children comfortable in the classroom. I remember some of the classrooms I grew up in, the good and the bad. Some just felt like a prison cell. There weren't many posters or pictures on the plain, white walls, there were white name tags on the desk with our names written in black sharpie and similar name tags on our lockers. There weren't many colors and it just wasn't a warm and comforting room. One of the good classrooms I remember was very colorful, we had a class pet - a hamster - and each week one of the students took home the class teddy bear; you would then write about what you did with "Q Bear" and then share it with the class the following week. I envision my classroom to be very welcoming and fun. There will be lots of colors and pictures hanging all over the walls. I want to have a reading section with some bean bags and some of my favorite children's book. I definitely want to have a class pet, maybe a hamster or possibly a fish. I will make sure that it is very warm and inviting for the children and do my best to make them as comfortable as I can.

Blogpost 2

Interpretations	Descriptions
·       Girl and boy -look like a couple who are on a date -girl took a sip of coffee and it looks like it burned her mouth because she made a funny face and the guy just stared at her. -talking for a while, picked up their phones only a couple times -took a picture together ·       Family -looks like a happy family -kids look in every store they pass, take the most time looking the Rocky Mountain ·       Big group of people -looks like they are going to a homecoming -girls look freezing because their dresses are strapless or thin straps -guys look content in the cold ·       Mom and soccer girls -girl in the middle is covered in more dirt than the other two, maybe played more -all look happy, the girls walking in a line in front of the mom and the mom is on the phone	·       Girl and boy talking – girl is wearing a blue shirt with writing on it and black leggings and a pink Northface; boy is wearing dark blue jeans with a green shirt and a black jacket. (not many people because it is cold outside) -both have Starbucks and are sitting close together ·       Family is walking together – mom, dad, and 2 kids. -mom and dad are talking and kids are walking in front of them -boy is wearing a blue hat, black jacket and green shorts and has black rectangular glasses; girl is wearing jeans, a pink shirt and navy jacket and has her hair pulled back in a ponytail; both mom and dad have black jackets and are wearing jeans. ·       A big group of people walked into Brio -everyone is dressed up in nice dresses and guys in suits -four girls without dates ·       A mom and three little girls who just came from a soccer game -matching green uniforms, each girl’s hair is pulled back into a ponytail. First girl has a blue headband, second has a pink and third has a white one. -mud on each one’s shorts
Parking Lot ·       Girl and boy -took a selfie together, probably going to post it on social media later ·       Family -the kids look like they want to go into Rocky Mountain Chocolate Factory and get some sweets, but they look too scared to ask their parents ·       Homecoming girls -some of them look sick of taking pictures – especially the guys ·       Mom and soccer girls -mom is taking her daughter and friends out to eat or get dessert after they won their game -girl in the middle looks like she played more or worked harder

Reflection

As I was sitting on the bench, sipping my Starbucks chai tea, I paid much more attention to the people and things surrounding me. I looked more closely at their appearance, their facial expressions and the way they spoke to each other. I realized that I am terrible at reading lips but that I am pretty observant to begin with. I’ve been observant ever since I was little, and completing this exercise helped me notice even more than I normally do. I always look at appearance first and try to figure out where they came from/what they’re doing/where they’re going. It is fun to make a game out of it and make it into its own little story. 

Blogpost 1

Class Survey

Personal Information:

1. What name do you prefer to be called?
2. Hometown and photograph of you (inserted in your blog so I can connect you with your name).
3. Grade level and subject(s) that you want to teach.
4. What are you into; what makes you special? Share a few “unique” aspects about yourself that would help our classroom community get to know you a bit better.

1. Kayla

2. University Heights, Ohio

3. First or Second grade, no specific subjects

4. I've lived in University Heights my whole life, and  have never gone to school more than 5 minutes away. I played volleyball and softball in high school and am playing varsity volleyball at JCU. I love working with children; I worked at the child care center at my high school for the past three years, and volunteered there for the five years prior to that. Ever since I was little, I've always known that I wanted to be a teacher; some of my teachers have made such an impact on my life and I would love to be able to do the same.


Learning Style and More:

1. Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a classroom?
2. I am interested in your perception of yourself as a student. Please describe it. Consider such criteria as a) active oral class participation; b) responsible, timely class preparation (of readings, projects, etc.); c) honest, candid self-assessment; d) awareness of your own preferred learning styles/approaches; e) first thing that you do when you cannot or do not understand something; f)other dimensions you believe to be relevant and informative.

1. Knowing that my opinion will be valued, I think I would be comfortable expressing myself. 

2. I am usually not too talkative during class, it sometimes depends on the subject we are talking about. I feel that I am responsible, I prepare for class by getting my work done and being on time to class. I am honest, it is always better to tell the truth than to lie, no matter what the situation. I enjoy doing hands on experiences, it helps me learn more quickly about the task. If I do not understand what we are doing in class, I will make sure to ask another student or go to the teacher for help.

Education Past and Present
7. Share a formative memory from your experiences as a student.
8. Please discuss what are, for you, some significant issues or concerns facing the field of education right now.

7. I was really struggling with this one chapter in my history class and I went to my teacher for help and she offered to meet with me one-on-one and specifically go over the chapter. She made sure that I felt comfortable with it after the meeting and that I was well prepared for the upcoming test.

8. Being a teacher has so many perks, but also many disadvantages. I am worried about the limited job openings and being able to find a job where I want to live. Also, more and more schools are requiring incoming teachers to have a masters degree. Some parents can also be a challenge and hard to please.

About Dr. Shutkin:
9. Write down a question or two that you would like to ask me about myself or the class.
Using your preferred email account, please send me an email message with a link to your blog.

9. How long have you been teaching this class and why did you become a teacher?