Last Post - Reflectioni #10

I have never thought myself to be tech savvy nor have I ever thought I would have such a hard time with technology. I have had so many bizarre things come against me in this technology. I would almost think that t doesn't like me but I know that is not true. I have enjoyed my time here despite the little bits of technical trouble. I wish we had more time but then again, is there ever enough time? Technology is definitely a subject that is constantly changing. It is hard to keep up with the latest this and that. One thing, among many, I was definitely thank for in this class was the fact that we were connected with free technology that could be used in the classroom. I am sure that by the time I graduate, there will be even more to learn. Professor Sorenson - thank you for your time and patience and support. I made it.

Google in Europe – Reflection #9

This is a fantastic article and I thought I would share: http://www.washingtonpost.com/wp-dyn/content/article/2005/04/29/AR2005042900432.html

Washington Post posted an article regarding Google uniting Europe in which “France decided to create an online repository of European literature with backing from five other European nations: Germany, Hungary, Italy, Poland, and Spain.” This is a great step for Europe but what amazed me the most was the cost to Google $150 million – craziness! I wonder if this will help at all with the taxes some countries are imposed for using such technology as – an Ipod? I was going to comment on Google Maps in Europe but keep getting kicked off the server.

Google Earth – Reflection #8

I found Google Earth interesting but not mesmerizing. Meaning, I think the concept is amazing but find its limitations unfortunate. Something to peek my interest a little more: to have everything on Google Earth “currently active” not a picture from the past. But, then, as Ryan said in his demonstration that would be illegal and an invasion of privacy. This is true and I too would not want to be one of those unfortunate souls being spied on but it would be cool for places like the a football game, the library, grocery store, that sort of thing…not someone’s house (personal space).

Favorite Sights - Reflection #7

Some of my favorite sights are found at the bottom of my page. After I entered them in, I did not like the way the looked on the blog. To remedy this, I went back and reposted them so that they would line up on the page under each category from smallest to largest in length. It turned out quite nicely. One of the sections I felt was important was the one on Taboo Issues. Not every home is open to such issues and children find themselves stumped sometimes with no one to turn to. This is a misconception on their part but a link like this can open up the door for parent input and discussion for their children and with the teacher. Issues like these are not the easiest to talk about so hopefully links like these will make the so called taboo topics less taboo.

Auditon Website - Reflection #6

I posted a free audition web site for the Seattle area. I thought this would be a fantastic link for students who were interested in furthering their talents into a professional realm. What I did not know at the time of posting was that to browse through the various and audition and even to inquire as to the ones you find yourself interested is indeed free BUT the catch is that once the directors or playhouses are interested in you, there's a fee for that is when the agent comes in. They call you, ask you if you're interested and serious about being an actor or model and then tell you all these wonderful things. The fee the charge is actually not as bad as other agencies I have heard of in the past...still, there's a catch and I threw the ball back.

Classmates - Reflection #5

Thank goodness for classmates that know what they are doing with tech. in ed. If it was not for the help I got from Beth and Bradley, I would not have as slick of a look to my blog and final. Yes, what they showed were just little detail things but I raked my brain for hours trying to figure them out on my own...and in seconds...whala! Tiny little secrets revealed making my life wonderful.

NU Classes - Reflection #4

I do not think I can think of very many classes at NU in which I have inquired technology like this class. The place that seems to use various means of technology the most is Chapel. They do a great job but it is interesting that, as of yet, not many of my teachers in other classes have ventured out into the mainstream technology that is just waiting for them to discover and use in their classrooms. In fact, I do not think that any have ventured out. Maybe Professor Sorenson should start a trend.

PowerPoint vs. SMART Board - Reflection #3

I find that PowerPoint is much easier to use than the SMART Board. I would like to know how to use PowerPoint with the SMART Board. If that is something we went over on class, I missed that class. I enjoyed learning the technology with the SMART Board but still kind of feel like I have no idea what I am doing. It's kind of funny to think I feel this way since I had such a great time sharing my project during teaching time. PowerPoint for me is like a security blanket -- warm and fuzzy compared to the SMART Board being electrically shocking.

Thoughts on the observing classroom - Reflection #2

I found it interesting that my classroom does not use a lot of technology. They stick with the same sources: TV, DVD/VCR, overhead projector, computer feed into projector and that's about it. It does not appear that they are missing anything for the classroom flows just fine. I'm not sure what would enhance they teaching methods and content but I have enjoyed observing them using what they do have and finding it to be effective.

Note to Ms. Sorenson

Reminder: Two things missing from my project because I could not figure out how to link them in time for posting.

1. I placed sound in my PowerPoint presentation on slide one and the last slide. Slide one contained Vilvadi and the last slide applause.

2. I intended to take one slide and dedicate it to the name, year, and actor presenting Shakespeare's "To be or not to be." Although I missed the dead line for this, I now know how to link it correctly and directly to PowerPiont instead of opting to place it in Blogger.

Any questions, please contact me. Blessings, Starla

Assignment #5: Final Presentation

This class was jammed packed with a plethora of information for not only technology but also uses of technology in education. I still feel as though I have only scratched the surface. The experience was a good one but I found myself frustrated many times falling behind in assignments for lack of understanding. The class went quite fast in presentation of various technology aspects as we meandered into various web sites containing various technology aspects in which we incorporated into creating our blogs. In some ways I felt that there were too many places to find information we covered in the classroom as well as instruction on assignments and projects due. I found myself lost many times. In all honesty, I certainly wish we had had more in class time but there were so much information to cover, to classes a week would have been better than one. Features that I learned and used are: SMART Board, Inspiration, Blogger, Box.net and PowerPoint.

It is not that I could say my knowledge changed in doing this assignment. More so, I was given the opportunity to use aspects learned in the class and incorporate them into an actual class room teaching situation. It would be an unjust statement to say this technology could not be added to my expert list for the only aspect hindering the technology is me – the non-expert. Yes, I should as this technology to my expert list.

I have so much left to learn about the technology. I am pretty good at figuring out how to use technology when I have detailed instructions in hand but I feel the learning never stops. I am by far an expert but will improve in knowledge and confidence the more time I spent at any given technology task.

A link to my project (Comparing Film Adaptations for Hamlet) can be found to can be found to the right of this blog.

What do you think your classroom will look like in 5 years? (Week Fourteen)

I can only make a guess at what my classroom will look like in five years and I bet my guess will be very different from reality. It would be interesting if I am to become one of those teachers who teach Brit. Lit. through a pod cast from England or perhaps from another exotic country like – Morocco. My class will be in another country and consist of beautiful ethnic faces and smiles eager to learn about Shakespeare, theatre, or creative writing. The technology we have will depend on the grants and outside supports we are able to gather. If I am teaching in the states, I hope my classroom will incorporate new technology. The SMART Board is only the beginning. There is so much out there to discover and yet to be invented. How about a SMART Board that is voice activated but the interaction is set up in a way in which each student has a mic in order not to confuse sounds. Another interesting technology might be a map of the world on a screen (like SMART Board) in which you touch the screen to connect to a specific country, then encounter a drop down list that will give the individual choices of other students (same age and grade level) in which to email, telephone, blog, playing an interactive learning games, etc. all with the student from the country they chose. Also, in this interactive resource of classroom technology, the classroom as a whole can converse with classes from other nations and learn about their culture, language, etc. using preprogrammed lessons, suggestions or activities I have designed. Cultures will be able to share life with one another. It would also be cool, when sharing ethnic foods, if we could smell the aroma through the screen.

Sharing in the classroom (Week Thirteen)

In one of the classrooms I observe, the teacher reads stories the students have written. After each story, the class is given opportunity to guess if the author is a boy or a girl and to share comments about what they like or what they think would make it better. Sometimes, the stories are so funny, I cannot help but laugh out loud with the class. I must be honest in sharing that sometimes my laugh is much louder than the rest until I get embarrassed at the realization of this fact and quiet down. During these times, I have been known to laugh so hard that I cry. Why do I share this story? This has been the breaking down of barriers in which students will say my name and talk about the fact that I am cracking up and laugh along with me. When class starts, they are now more apt to chat and interact -- more so than when I first showed up on "their door step." It has brightened my soul to not only have this interaction with the students but to see the progress in the building of relationships within the classroom setting through such a simple thing as laughter.

Questions for Panel Members (Week Twelve)

1. What % of students have you found to actually not be technology savvy?

2. Which technology tools have you found to spark the most interest and interaction from students?

3. After all is said and done, can each of you tell me the one thing I should not/cannot go into the classroom not knowing or having for my students?

More Reflection Regarding SMART Board (Week Eleven)

I found teaching the SMART Board to be quite fun. I deviated a little from my original plan. Instead of presenting my presentation to the students, I first went through my presentation and then explained how I created it. I also showed how and where I got my information, how to find already made presentation and then add your own flair. I took them step by step from opening up the software to saving the new creation. Their response was a very positive one. It was the most fun I’ve had with the SMART Board and I thoroughly enjoyed the class!

Assignment #4: SMART Board Activity

This is a chronological list to show planning of the activity:
I first went into the SMART Board program and opened it. To the right side of the board are tabs; and I chose the tab labeled "Gallery." Next, I chose "on-line resources." Then: lesson activities, United States, subject and grade level. From the next tab down chose grade: 12/subject: English Language Arts. The most interactive lessons for this grade that I could find was: "What Makes it Newsworthy?" I clicked on my selection, downloaded XBK and the SMART Board Notebook pop up with my lesson on it. From there, I deleted a couple of pages that did not pertain to my lesson. I added a feature (screen shade) to hide the answer choices and added sound (applause) to the last page. The lesson was then saved to the computer to be used for teaching others how to use a SMART Board. Participation from the class will be in the form of the student coming up to the board and using either their finger or a pen to choose an answer. Students will also learn how to use the eraser as well as the screen shade feature. This will be assessed through class/individual involvement, recall and questions answered correctly to determine understanding. Students will also have an opportunity to ask questions regarding the lesson.

Assignment #4.notebook

NETS standards for students this activity will fulfill (number sequence coordinates with NETS -- not all NETS were used for this project):

1. Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems.

2. Social, ethical, and human issues

• Students understand the ethical, cultural, and societal issues related to technology.
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

4. Technology communications tools

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

6. Technology problem-solving and decision-making tools

• Students use technology resources for solving problems and making informed decisions

I believe most would feel that secondary classrooms would benefit from an interactive board. Based on what I have seen, I feel that there are not very many creative or age appropriate lesson plans created for the convenience of the secondary teacher to interest students. There is the option to create your own lessons plans conducive to the classroom with age appropriate activities only limited by the imagination of the instructor; however, it would be very time consuming to create lessons from scratch for the software. On the other hand, elementary teachers not only have the opportunity to create their own activities but have a plethora of creative age appropriate lessons available to them within the program and on-line.

One great thing about the SMART Board is the fact that a teacher can use it to meet diverse needs in the classroom such as students with special needs or gifted students, as well as peak the interest of every student in the classroom with some aspect of the SMART Board activities which include: hands on (touching the board to answer questions/moving objects), visual (seeing text, graphics, and Q&A), and audio (either included or can add) aides to lessons.

Internet Issues for Students and Some Ways I Can Help Them Learn/Use Producitvity Software (Week Nine)

This post includes before and after class commments.

Internet issues, in my opinion, are limited for students. Most students are computer, internet, and technology savvy – even more so than most instructors. This is not an exhaustive list but some limited issues would perhaps be:

1. Though the majority of students are internet savvy – they might tend to get bored with in-classroom instruction. The majority can aide in helping those lost.
2. 100% of students are not internet savvy – those students might get lost within the instruction. This small percentage lacking knowledge need the most help.
3. Though students will know a lot about technology, they will not know everything.

I can help my students learn/use productivity software asking questions as to what technology internet resources they use and enjoy the most. Then I can research their interests as well as others areas that may be of interest to them in which they did not previously know about. Connecting my students with information, international opportunities, on-line resources, etc. will benefit them greatly and hopefully peak their interest in stepping out of the internet box they already know and into a land of promise and opportunity.

Assignment #3: Technology Intergration

At first, the lesson plan consisted of the students reading "Princess: Uncovering the Truth Behind the Veil in Saudi Arabia" by Jean P. Sasson. In which the students would be assigned to research the history of Saudi Arabia especially the place and treatment of women. Compare and contrast the novel and history of Saudi Arabia with the history of women in America. The second compare and contrast with that of the history of American women is an extra credit optional addition. The finished project would be handed in as a research paper.

Technology Integration - Lesson Plan

Technology changes made to the lesson:

1. Incorporate our class blog into the overall project objective as a means of notating research completed on due dates as well as to be used as an informational sharing source for students.
2. Through SKYPE or SMARTBoard, through a formal interviewing process, interview author Jean P. Sasson.

Technology added/needed (in italics):

1. Class blog(blogger.com): individually students add information on the blog. In class sessions are direct teachings in which I show the students what I am looking for through examples directly to class blog via computer through interactive imaging shown through a projector onto a screen (remote control). In this setting, students can as questions ahead of time before adding personal information and research.
2. SKYPE: After setting up interview will need: computer with SKYPE capability, speakers, and a mic.
3. SMARTBoard: The best interview would be the capability to see Jean P. Sasson as we communicate via SMARTBoard. If possible we would need: computer to connect to the SMARTBoard, extension chord(s), speakers, and SMARTBoard pens and eraser.

Changing the lesson plan by adding technology enhances the learning environment in the sense that the students get personally involved on an entirely different level – an interactive level. I believe the lesson was already learner-centered but adding a knew dimension makes it more interactive and students learn more when they are applying hands on informational learning.

Possible challenges to adding this technology is always going to be little glitches such as: power outage, internet down, and every technical issue one can think of and even some surprises. Good ways to overcome these adversities would be to simply be prepared. Prepared with: handouts containing specific information otherwise gone over in class session, instead of direct teaching – group interaction open forum style, rescheduling interview (or having alternative dates in place before interview in case of emergency or unforeseen dilemma), or back to the research paper without technology.

K12 Online Conference (Week Eight)

What I am about to share is my own opinion based on personal experience. As a student attending the K12 Online Conference, I perhaps started off with rose colored glasses anticipating the plethora of information I was to obtain for my future students to be delivered in an exciting way as an example of what I was to do in my classroom. Perhaps, shall I have privy to visit the K12 Online Conference again, as a professional educator, or had I the opportunity to ask questions within the sessions I attended, my experience might have been a more positive one with greater benefits. However, though I found that the information imperative, especially if integrated into the classroom to make the learning experience fun and interactive for the student, I found the conference itself somewhat boring. Contrary to making the classroom an exciting place for the students we are to teach, I found it hard to pay attention to most of the speakers based on their monotone delivery which tended to be drawn out and dull. This was unfortunate for the information being presented, as stated before, would prove quite interesting if integrated into the classroom correctly. On the positive side, there were many classrooms to choose from, I however attended two sessions. I listened in on: Keynote Speaker (Clarence Fisher) as well as a classroom section managed by Lani Ritter Hall (co-taught with five other teachers from different countries)

First, I listened to Classroom 2.0 Keynote, “Classroom 2.0 or You Live Where?” presented by Clarence Fisher. Fisher shared about Pedagogy and teaching looking at our teaching, how we teach and then at the tools about learning. He then spoke about the importance of collaboration between students, teacher, school, classrooms, and international relationships of the like. Teachers are responsible for giving information and promoting relationships which in turn means promoting collaboration using the correct tools which makes the job that much easier. “Think of the classrooms as studios – vibrant space with a lot of energy. Teaching today is a collective effort not a individual accomplishment to control. The classroom should be a global communication center with networks and internet safety.” http://k12online.wm.edu/Classroom2.0.mp3

Next, I listened to Classroom 2.0 “Motivating Student Writers by Fostering Collaboration through Tagging and Aggregating” by Lani Ritter Hall and collaborated teachings with: Vance Stevens (Abu Dhabi, UAE), Nelba Quintan (La Plata, Argentina), Doris Molero (Maracaibo, Venezuela), Saša Sirk (Nova Gorica, Slovenia), and Rita Zeinstejer (Rosario, Argentina). Although I gleaned from a lot of the fantastic ideas, most of the session was missed because it was hard to hear the teachers making it even more difficult to understand what they were saying. Also, though the delivery was somewhat boring, yet the information gathered was excellent. The focus was on ESL students and ESL teachers; learning and expanding territories by using 2.0 tools. The 2.0 tools were used to motivate students implementing global communication through class blogging. Blogging included discussion topics (which promoted writing) using voice messages, videos, music, integrate movies, bookmarks, feedback, blog searcher, etc. The biggest focus of the session was on the development and implementation of a project called the Writing Matrix. The teachers found the students so interested in participating that the class used their free time and put a lot of effort into their individual blogs. Writing Matrix started by trying to find out how social networking works. Teachers teaching writing were interested in getting their students to blog, tag their blogs, and then find the tag blogs by using Technorati (lets you search tag blog posts). http://k12online.wm.edu/writing_matrix.mp3

Inspiration's inspiration (Week Six)

Using Inspiration Software will prove great fun and Inspiration in the classroom. Combining the benefits of Inspiration's diagramming with reading, comprehension, character development, and character relationships, students can organize ideas in pictorial form. I am not sure at this point in time as to whether or not I would use this software in my classroom. I am, however, open to presenting the possibility to my students and going forward based on their feedback and interest. I have not played with the software enough to give a definite yes or no answer to the use of Inspiration in my classroom setting.

iNSPIRATION.doc

Assignment #2: Age/Subject Resources

I will be teaching Secondary Education with English Language Arts and Theatre Arts. In viewing this assigment I added to my blog space websites I felt would be most beneficial to the teacher, student and parent. My hope is that my blog spot would be a place both the student and parent would feel safe to view for informational resources. Perhaps the information obtained may bridge the gaps between parent, student, and teacher.
I started with Teaching resources. Associated Content offers 12 Creative Writing Lessons for Upper Grade Levels. English Teaching is a site that offers a compilation of English language online materials provided by the Department of State Office of English Language Programs. It provides resources for English language teachers and program administrators as well as TESOL resources, Reference materials, On-line courses, audio material and programs, and webchats just to name a few. Facing the Future focuses on people and the planet -- global issues and action opportunities to shape our future. The site delivers curriculum and workshops to middle and high school teachers all over the world with international and local interests. There is also a Teacher Partnership Program connected with Washington State. Teachers engage their students in global issues, not just informing the student about complex issues but engaging them in critical thinking encouraging involvement in positive and personal community change. K12.wa.us is the official Office of Superintendent of Public Instruction in the state of Washington website. This website contains EALRS for Secondary Arts – Theatre grade 6 – 12 as well as other subjects. Professional Development Opportunities are also available.
The second category is Theatre Arts. Instead of naming each site and my reason for choosing it, I would like to sum it up as follows: sites offered assessments, curriculum, training, job coaching, and feedback. Most sites purpose in working to address the inequities in arts education within Washington’s schools with a determination to see that every child in Washington State has access to the best possible education, one in which the arts are fully integrated into the regular curriculum. They all contain standard finders for subject matter and grade level. The 5th Avenue High School Musical Theatre Awards is similar to the Tony Awards; it allows high school drama students from around Washington State to meet, celebrate and honor the exceptional musical theater productions presented during the school year. The program was originally designed to shine the spotlight on high school musical theater programs and offer drama students the same recognition that accomplished high school athletes have received for decades. Washington Thespians offers everything from performances to conferences for children of all ages. Includes scripts, H.S. Theatre, musicals, Broadway and more. Plus there are workshops for high school teachers.
Theatre Workshops for Students. Sites focusing on various subject matter: visual/performing arts, opera/musical theatre, New York theatre workshop, dance/music/drama, and Japanese Theatre. All for the high school student. There s a plethora of information for the student. My hope is that curiosity would triggered and since these sites are only a few that the student wold continue with their own research of information. The point is to show the student that there is so much out there just for them and it is up to them to cease the moment.
Study Abroad Opportunities were chosen because of my deep belief in the fact that traveling while learning (or giving) changes the lives of young people and if given the opportunity to go, they should go. Summer opportunties around the world! Does not interfere with the regular school year.
Writing Workshops for Students. A couple of the workshops are abroad and are therefore included in my previous category. However, summer writing opportunities as well as contest are offered specifically for high school students. Summer writing includes: writing intensive, fiction writing, playwriting, and poetry. The others are contests. The writing contestants have a chance to win money as well as publication of their work. The second contest is a Poetry Out Loud contest set up by the National Recitation Contest.
Last but not least, I felt it important to include topics considered taboo. Perhaps a student will learn something new that will either prevent them from having intercourse before marriage or seek help, a confident, etc. The main purpose of these sites is to brig the gap between parent and student. One site talks about bringing the gap, another drug/ alcohal rehab, and one of the most important sites attacks the issue of std's. My thoughts, Just say no. But if you haven’t, some things you'll need to know, and perhaps talk about

How I can use 2.0 Tools in my classroom (Week Five)

A great project for students -- creating their own PowerPoint presentations combining research information, sound, graphics, and then presenting the assignment in class. The internet contains a plethora of resources for researching just about any subject matter as well as making one's own graphics. I believe an assigment using 2.o Tools would bring out a student's creativity and imagination making the process of the graded assignment that much more enjoyable for the student.

Assignment #1

Technology Literacy.doc

Excel Spreadsheet for Assignment 1.xls

SMART Board (Week Four)

Thoughts on SMART and how I can use it in my future classroom: As teachers, we are ONLY limited by your own mind and creativity -- that and plus the fact that we did learn that it doe snot know how to spell. Such a minor detail considering EVERYTHING else the SMART Board CAN do. Amazing! I'll do my best to have on in my personal classroom and perhaps advertise so other teacher will have one as well. Limitless. You can: play games, link to web sites, add sound, add various backgrounds, spotlight (hiding all information on the board except for what the spotlight reveals), and the rest depends on YOU. I want one.

Observing School's Link (Week Three)

The web site for the school I am now observing seems easy to get through. It includes separate web links to various grades. Each link provides information specific to each grade. A few features included in the web site are: calendar of events, instructor’s information with degree obtained and number of years teaching, theatre arts with pictures and information regarding the plays they have put on in the past years, and letter from the principle. There are not many things I find confusing about the website. I feel the site includes information beneficial to parents, students, faculty and those interested in attending the school. A link to Bellevue Christian School can be found to the right of this post.

Technology Standards (Week Two)

I am aware of the fact that there is a plethora of technology standards for various forms of technology to be used in the classroom setting; I have much to learn. I may know the name of specific technology resources, such as the SMART Board, but have yet to engage in an actual hands-on experience. I admit, I am less than a novice in understanding technology standards; perhaps, that is why I am in this class.

Article Review

“Digital Natives, Digital Immigrants” written by Marc Prensky -- one of three articles assigned for class reading -- stood out to me for its content regarding those now referred to as Digital Natives and Digital Immigrants. This article definitely challenged my limited knowledge of the subject matter. One of the remarkable things I learned was that “experiences lead to different brain structures.” I knew that with experience we gain immense knowledge but I never knew it would actually change the structures of our brain. Also in the article, Dr. Bruce states that “although we may not know if this is literally true, we can say with certainty that their thinking patterns have changed.” Another interesting point that I learned was that this group - the younger generation - has been given the name Digital Natives for they are known as a people whom speak the digital language of computers, video games, and Internet. In the opposing manner, those not born into the digital speaking world are considered Digital Immigrants.

Before reading this article, I always thought of legacy as pertaining to "a legacy one leaves" behind once they pass away. In the article, “Legacy” content includes reading, writing, arithmetic, logical thinking, understanding the writings and ideas of the past, “Future” content includes software, hardware, robotics, nanotechnology, genomics, etc. it also includes the ethics, politics, sociology, languages and other things that go with them.

It is important to keep up on technology for as it ages it changes. Perhaps, as we age we change. Which ever aspect you personally choose to attain, truth remains: there is a significant gap between Digital Natives and Digital Immigrants and we as educators need to take on the responsibility of bridging that gap.

My Reasons for desiring to be a Teacher (Week One)

Reasons for Desiring to be a Teacher

The general motivations I hold in common with other educators are as follows: I desire to serve the individual student; I have a passion for learning and hope to motivate others to develop that same passion; my experiences working with diverse groups has been completely rewarding; seeing the look of accomplishment and success on an individuals face when they “get it” is intoxicating; and I desire to be a positive roll model influencing the future of each student in a positive way. Perspectives that have created this desire have come from both positive and negative personal experiences as a student. I have a heart that desires each person to be given the opportunity to learn and advance in the education system. They have the right to learn and to learn from someone who finds continued learning imperative enough to place it in highest importance in order to give that individual the best learning experience possible. I believe everyone has a dream, maybe it has yet to be discovered but they have it none the less. Sometimes all one needs is a little motivation, a lot of direction, and someone who believes in them. Each teaching opportunity I have been given there has been a moment when the student gets “it” – that moment for me is intoxicating.

I have had great teachers in my life. They have been my inspiration and the examples I aspire to reflect. I will never forget them. I have also had the privilege of enduring leadership that has hampered my potential and discouraged my dreams. Both have made an impact on my life. Both have aided me as the fuel behind my persistence to be in the place I am today.

Why do I want to be a teacher? I have a passion for learning and to see people succeed despite their circumstances. I have a love for young people and a desire to impact their lives with tools to make a difference in this world. My heart is to be a servant and influence as a positive roll model. I love challenges and look forward to the constant wave in the classroom. Whether opportunity is given directly or indirectly, I want to share the mercy and love of Christ with a world of young people full of life or hurting. Teaching affects society because it is the main power of influence at the beginning of and throughout every individual life. It is through a teacher that one learns to speak, read, write, do arithmetic, and often times the learning process includes invaluable life skills. I see a need and I want to fill the position.

Thoughts on Flicker - Reflection #1

Flicker: I remember Flicker being a lot of fun – limited – but great fun. I think it is something I could refer to with my students as a project idea which they could use for a paper or some other creative project. Perhaps, they could use it specifically for parent / teacher conference – something for their parents. Or, they cold come up with their own ideas.

FUN with FLICKER