07/30/07
How will I be different this year as a result of attending the Bluebonnet Writing Project?
I love teaching and I always wanted to teach. I’d always thought of all the wonderful things that I was going to be able to do with my students. Until my first year teaching, I didn’t like what was done in my team as far as teaching but I wasn’t quite sure why, I would think to myself –I know this isn’t what teaching is all about!- I had everything on the control, same routine everyday. I was comfortable what can I say and I didn’t know any better. My second year was a whole different story I met this great teacher that believed in balance literacy and hated basals and worksheets, I wasn’t at that point yet but was able to find a happy medium. Now, I feel that as far as technology and writing I’ll be able to integrate them. I will be able to bring novelty into my lessons and make the writing more authentic.
Tuesday, July 31, 2007
Response to ‘What do you do with a tail like that?’
07/30/07
What is your gift and how do you use it?
I’m an excellent cook. I started cooking with my mom at the tender age of 7. She had a little stool that she’ll prop next to the kitchen counter and I’ll help her to peel the garlic at first, then the onions and green peppers until I was allowed to cut the meat! At first she’d only let me cook breakfast and as I got older she finally taught me how to cook rice and beans.
Even as I grew up my dad always told my mother that the student had surpassed the master. He loves my cooking specially the spaghetti. To this day people tell me that I should open a restaurant. I love trying out new recipes; I can cook Italian, Chinese, Thai, American, Dominican and many South American and Central American recipes. If managing a restaurant wasn’t so difficult I may have become a chef.
What is your gift and how do you use it?
I’m an excellent cook. I started cooking with my mom at the tender age of 7. She had a little stool that she’ll prop next to the kitchen counter and I’ll help her to peel the garlic at first, then the onions and green peppers until I was allowed to cut the meat! At first she’d only let me cook breakfast and as I got older she finally taught me how to cook rice and beans.
Even as I grew up my dad always told my mother that the student had surpassed the master. He loves my cooking specially the spaghetti. To this day people tell me that I should open a restaurant. I love trying out new recipes; I can cook Italian, Chinese, Thai, American, Dominican and many South American and Central American recipes. If managing a restaurant wasn’t so difficult I may have become a chef.
Tuesday, July 24, 2007
Response to "Chicken Sunday" by Patricia Polacco
07/24/07
Is the community in “Chicken Sunday” a place you’d like to live?
I would love to live in a community like the one in the book “Chicken Sunday”. Community is much more than the geographical space where you live in. It is the people that you share that community with. A community is not a community unless there is good rapport among the neighbors, the children playing outside together. Earlier today we were having a conversation at my table about the construction of the new cowboy’s stadium. Someone at the table had lived for a long time in Arlington and felt that the building of the stadium could have an impact or even take away Arlington’s sense of community. So, what is it about a city that makes you want to reside there? It is the sense of community.
Is the community in “Chicken Sunday” a place you’d like to live?
I would love to live in a community like the one in the book “Chicken Sunday”. Community is much more than the geographical space where you live in. It is the people that you share that community with. A community is not a community unless there is good rapport among the neighbors, the children playing outside together. Earlier today we were having a conversation at my table about the construction of the new cowboy’s stadium. Someone at the table had lived for a long time in Arlington and felt that the building of the stadium could have an impact or even take away Arlington’s sense of community. So, what is it about a city that makes you want to reside there? It is the sense of community.
Writing to Live Chapters 3
Important points:
Different ways to integrate authentic writing into the ELA curriculum.
-Understand that discourses and literacy are social practices
-In order for children to appreciate writing they must see connections between their lives and writing.
-Multiple literacies have emerged and we should be able to integrate them into our teaching.
*Technology is the most novel of the new litereacies
-enables children to work in a nonlinear way
-a whole new language has been developed for text messaging
-in the near future the lack of a computer will
be a determinantfactor in who succeeds in school
-We learn new literacies out of need and by immersion
-Invite children to bring their literacies into the classroom.
-Literacy should be aligned with social practice, otherwise students won't be able to see the connection between school and the real world.
Personal Connections:
I've been studying English since I was 6-yrs-old along side my cousins. I got to visit the US many summers and they didn't. My English was a lot better than theirs but it wasn't until I moved to the US permanently that I figured out that, not all English was created equal, i.e. accents, slangs, idioms, etc. It wasn't until I was immersed in the American culture that this things became second nature to me and I still stuggle from time to time with regional dialects and idioms. My cousins came back recently and believe you me they know a lot of English grammar but they don't know the social aspect of the language. I can translate this experience to the classroom because so many times I've seen skills being thaught in isolation and where writing only pertains to school related subjects and there's no social aspect involved at all. Children will only want to write and will write when they are immersed not only in the grammatical rules but in the social aspect of writing.
Questions:
*Any ideas on how to bring more authenticity into the ELA curriculum?
*How can I achieve this level of writing with my students when the textbooks that I'm given (forced to use) are outdated and don't support a balanced litereacy and aren't part of an alligned curriculum?
Different ways to integrate authentic writing into the ELA curriculum.
-Understand that discourses and literacy are social practices
-In order for children to appreciate writing they must see connections between their lives and writing.
-Multiple literacies have emerged and we should be able to integrate them into our teaching.
*Technology is the most novel of the new litereacies
-enables children to work in a nonlinear way
-a whole new language has been developed for text messaging
-in the near future the lack of a computer will
be a determinantfactor in who succeeds in school
-We learn new literacies out of need and by immersion
-Invite children to bring their literacies into the classroom.
-Literacy should be aligned with social practice, otherwise students won't be able to see the connection between school and the real world.
Personal Connections:
I've been studying English since I was 6-yrs-old along side my cousins. I got to visit the US many summers and they didn't. My English was a lot better than theirs but it wasn't until I moved to the US permanently that I figured out that, not all English was created equal, i.e. accents, slangs, idioms, etc. It wasn't until I was immersed in the American culture that this things became second nature to me and I still stuggle from time to time with regional dialects and idioms. My cousins came back recently and believe you me they know a lot of English grammar but they don't know the social aspect of the language. I can translate this experience to the classroom because so many times I've seen skills being thaught in isolation and where writing only pertains to school related subjects and there's no social aspect involved at all. Children will only want to write and will write when they are immersed not only in the grammatical rules but in the social aspect of writing.
Questions:
*Any ideas on how to bring more authenticity into the ELA curriculum?
*How can I achieve this level of writing with my students when the textbooks that I'm given (forced to use) are outdated and don't support a balanced litereacy and aren't part of an alligned curriculum?
Ratiocination & Revision or Clues on the Written Draft by Joyce Armonstrong Caroll
7/17/07
Her 10 clues for coding are an excellent way to stablish a clear expectation of what they are supposed to look for while revising. They are not just changing a word but they are decoding the clues and in doing this they understand the real purpose for revising. I will definetely use this in my classroom. I know that my students will be pretty excited if I tell them ok, take out a piece that you'd like to publish but today we are going to start a game that will play during the year every time we wish to revise, we'll play detectives!!! I can imagine the puzzled look in their faces but I know they'll absolutely love it.
Her 10 clues for coding are an excellent way to stablish a clear expectation of what they are supposed to look for while revising. They are not just changing a word but they are decoding the clues and in doing this they understand the real purpose for revising. I will definetely use this in my classroom. I know that my students will be pretty excited if I tell them ok, take out a piece that you'd like to publish but today we are going to start a game that will play during the year every time we wish to revise, we'll play detectives!!! I can imagine the puzzled look in their faces but I know they'll absolutely love it.
Sunday, July 22, 2007
Response to Reading Assignments
7/16/07
The Only New Thing Under the Sun: 25 Years of the National Writing Project
By Sheridan Blau
The birth of the NWP marked a new beginning in the experimenting with new writing theories. Since its beginning the NWP has been a pioneer in the teachers teaching teachers model. This has worked not only during summer projects but most importantly has found a very prominent place when teachers go back to their campuses invigorated with their new found knowledge and sharing it with their peers. As a teacher I feel more confident in trying something out if I the presenter is a teacher. That's why the NWP works and has managed to stay around for so long. The NWP's approach is like a fresh breath of air blown right into your teaching.
Tolerating Intolerance: Resisting the Urge to Silence Student Opinion in the Writing Classroom By Sarah Rider
It took a lot of courage for Sarah Rider to write this article. I think that her sharing her personal experience allows me to look at myself and my own bias. It teaches me how to be more open minded. Letting William know how she felt was very honest but it only worked because she had been respectfull of his feelings as well. In a community of writers this kind of rapport can only be built if we allow our students to talk about what their believes and we don't judge or critizice them. This is how we grow as writers by understanding that we can agree to disagree and still give constructive criticism to one another.
Theory, Politics, Hope and Action By Carole Edelsky
How fortunate I am to live in a state that allows bilingual education. The politicians in charge of making this so called 'propositions' -more like impositions to me- don't even have a clue about education. Why is it that the future of our children is in the hands of people that haven't been in a classroom since they were in school? I wonder, if you have a toothache will you rather have a dentist or a cardiologist check you out? They are both doctors, right? So, if we have questions about education who should we turn to...teachers, will be the logical answer. To know that we are trying to obliterate children identities makes me angry. The children whose writing was used in the article are a perfect example why allowing children to preserve their culture is so important. Through language this children where able to express their voice. This is their life every day, why should we ask them to write something that's not natural to them, why should we expect them to grow up and be accepting and respectful of other's differences when they are not being given this opportunity. Do we want an America were we all think the same, sound the same and look the same? Or do we want to allow our children to grow up and be part of the quilt that this great nation is?
The Only New Thing Under the Sun: 25 Years of the National Writing Project
By Sheridan Blau
The birth of the NWP marked a new beginning in the experimenting with new writing theories. Since its beginning the NWP has been a pioneer in the teachers teaching teachers model. This has worked not only during summer projects but most importantly has found a very prominent place when teachers go back to their campuses invigorated with their new found knowledge and sharing it with their peers. As a teacher I feel more confident in trying something out if I the presenter is a teacher. That's why the NWP works and has managed to stay around for so long. The NWP's approach is like a fresh breath of air blown right into your teaching.
Tolerating Intolerance: Resisting the Urge to Silence Student Opinion in the Writing Classroom By Sarah Rider
It took a lot of courage for Sarah Rider to write this article. I think that her sharing her personal experience allows me to look at myself and my own bias. It teaches me how to be more open minded. Letting William know how she felt was very honest but it only worked because she had been respectfull of his feelings as well. In a community of writers this kind of rapport can only be built if we allow our students to talk about what their believes and we don't judge or critizice them. This is how we grow as writers by understanding that we can agree to disagree and still give constructive criticism to one another.
Theory, Politics, Hope and Action By Carole Edelsky
How fortunate I am to live in a state that allows bilingual education. The politicians in charge of making this so called 'propositions' -more like impositions to me- don't even have a clue about education. Why is it that the future of our children is in the hands of people that haven't been in a classroom since they were in school? I wonder, if you have a toothache will you rather have a dentist or a cardiologist check you out? They are both doctors, right? So, if we have questions about education who should we turn to...teachers, will be the logical answer. To know that we are trying to obliterate children identities makes me angry. The children whose writing was used in the article are a perfect example why allowing children to preserve their culture is so important. Through language this children where able to express their voice. This is their life every day, why should we ask them to write something that's not natural to them, why should we expect them to grow up and be accepting and respectful of other's differences when they are not being given this opportunity. Do we want an America were we all think the same, sound the same and look the same? Or do we want to allow our children to grow up and be part of the quilt that this great nation is?
Monday, July 16, 2007
Greek Mythology to Song
"Sisyphus's" Song to the tune of Rebecca St. James, "Better is One Day"
How nice it is to live in Corinth
Oh, Ishtmian Games
For I will kill and even betray You
For crossing Gods don't make me sad
It's just so perfect
I hope that I don't get punished
Better is one day in my courts
Better is one day in my house
Better is one day in my courts
than thousands elsewhere
One thing I want and I would do
to chain Thanatos
To stop the death from reaching Hades
Better is one day in my courts
Better is one day in my house
Better is one day in my courts
than thousands elsewhere
My eyes are red right now
I was caught by surprise
Your punishment has me on a roll
Went up and down the hill
Came right back down as if
I will always do this
I will always do this
Better is one day in my courts
Better is one day in my house
Better is one day in my courts
than thousands elsewhere
How nice it is to live in Corinth
Oh, Ishtmian Games
For I will kill and even betray You
For crossing Gods don't make me sad
It's just so perfect
I hope that I don't get punished
Better is one day in my courts
Better is one day in my house
Better is one day in my courts
than thousands elsewhere
One thing I want and I would do
to chain Thanatos
To stop the death from reaching Hades
Better is one day in my courts
Better is one day in my house
Better is one day in my courts
than thousands elsewhere
My eyes are red right now
I was caught by surprise
Your punishment has me on a roll
Went up and down the hill
Came right back down as if
I will always do this
I will always do this
Better is one day in my courts
Better is one day in my house
Better is one day in my courts
than thousands elsewhere
Response to the classic guitar "concierto" by Rodrigo
07/16/07
The guitar is one of my favorite instruments. Although the piece contains some other instruments the use of the guitar is what makes it work. I’ve tried to learn how to play the guitar and after a couple of weeks I was ready to give up. I had to trim my fingernails and calluses were starting to be visible on my finger tips. Right then and there I realized that there was so much more to playing the guitar that I knew. However, I just loved the idea that I could make music so I kept trying but eventually gave up. I still enjoy the sounds of the guitar. Whenever I listen to music that’s the first sound I’m able to pick up.
Flamenco and Bachata are two of my favorite types of music because of how the guitar is used; those genres wouldn’t exist without the sounds of the guitar. Also, Rock in which the electric guitar is played to the fullest.
The guitar is one of my favorite instruments. Although the piece contains some other instruments the use of the guitar is what makes it work. I’ve tried to learn how to play the guitar and after a couple of weeks I was ready to give up. I had to trim my fingernails and calluses were starting to be visible on my finger tips. Right then and there I realized that there was so much more to playing the guitar that I knew. However, I just loved the idea that I could make music so I kept trying but eventually gave up. I still enjoy the sounds of the guitar. Whenever I listen to music that’s the first sound I’m able to pick up.
Flamenco and Bachata are two of my favorite types of music because of how the guitar is used; those genres wouldn’t exist without the sounds of the guitar. Also, Rock in which the electric guitar is played to the fullest.
Critical Incident
Andrea
The 8:00 o'clock bell rang, adrenaline rushed through my whole body. I felt as if tons of tiny butterflies had found their new home in my stomach. It was my first day at E.B. Wedgeworth Elementary. But it wasn't the first day of school it was the last week of October. A feeling of uncertainty suddenly hit me. What are these children going to think of me? What if they don't like me? I was all too concerned about myself. For a split second I forgot the reason why I had decided to teach, -the children-. As I managed to collect myself and looked up, I saw Andrea for the first time. She was the sweetest little girl you can ever imagine but I could have never anticipated all the baggage she carried with her. I noticed her right away. You couldn't miss her. I learned that in spite of her having beautiful dark brown wavy hair, she hated it because it wasn’t stick straight. To me her smile could light up a room but she hated it as well. I knew something wasn't right with Andrea. I started to follow her closely because something seemed odd, I couldn't quite figure it out but I was up for the challenge.
There she was 9-years old and in the 2nd grade. “How sad how miserable, nobody understood her,” she would say. It was so unfair that all the kids her age were either in 3rd grade and some in 4th grade. –“Why me, why me? “ She would ask me with a deep sadness in her trembling voice; the kind of sadness that only comes from a broken soul. I would look at her and think to myself, –there must be something I can do to comfort her-. With a glisten in my eyes from tears that were trying to creep out, gently I placed my hand on her shoulder and gave it a soft squeeze as if trying to tell her that I understood her pain, that I was there for her, that she could count on me.
Every morning as I stood by the classroom door to welcome all my students, I could observe them as they came in walking so quickly and enthusiastically as if they had bolts of energy inside of them that were ready to burst. Not Andrea. Not the first day she walked into my classroom. The day of the field trip to the “Grand Theater”. Or the last day of school. Not Andrea. Not her, not ever. At a distance I could hear the swish of a backpack dragging on the floor; I learned to recognize that distinctive sound after hearing it everyday. If you’d look at her you’d think you were watching a slow motion scene of a movie. It was as if she had her life sucked out of her and moved about as if she was carrying the burden of the entire world on her nine year old tiny shoulders.
She’d come every morning and I greeted her. She would smile and quickly cover her mouth so nobody would look at her teeth. This was just like her, very insecure to the point that she’d cry if she thought someone may have been laughing at her. Once, I gently told her -hurry sweetie, we are all waiting for you- and that was more than enough to make her burst into uncontrollable heaps of tears rolling down her cheeks as if a water dam had been cracked open. It happened so fast that I could not understand what just happened. It took me a while to figure out that my words must have triggered an unpleasant memory for her. With my sweetest smile and softest tone I apologized to her. –Sorry, was it something I said? I can assure you this won’t happen again-. She looked up and the water dam was once again the way it should be, closed. I think I saw a glimpse of a half smile on her face.
The quest began to find resources that could be of benefit to Andrea. First stop, -the counselor, Ms. Morrow- I spoke to her and she gave me some advice as to what I could do at the moment: set up a parent conference to talk about my concerns for Andrea and suggest the school counselor seat at the meeting and try to get parental consent for Andrea to visit with her and from there she’d suggest other interventions to her mother. So, basically I had to take it or leave it! As much as I wanted to do so much more my options were limited and I had to remember that I had fifteen other students that needed my attention as well.
-Piece of cake!- I thought to myself, -I know that as soon as I call this lady and she sees how concerned I am about her daughter she’d jump at the opportunity of coming in and talking to me.- Yeah, right meeting this lady would prove to be a real challenge. I tried to confer with her for at least the entire month of November and part of December; she’d never show up. We never met. I tried to speak to her because I felt it wasn’t appropriate to just send a note home to me it sounded like something along the lines of –your daughter has issues please sign this note so that she can see the school counselor- So, when we come back from the holiday break, I finally mustered up the courage and called her on the phone –better than not talking to her at all- she didn’t seem very interested in what I had to say and just told me that Andrea had always been that way, “she’s not very smart” she added. I couldn’t believe my ears –the nerve of that woman, - I thought. She finally agreed to let the counselor see her but said that she wouldn’t have the time to come and talk to the counselor herself. I sent the permission slip home, I believe about three times and by the end of January I finally got it…signed!
My concerns about Andrea were not only in regards to her social development but her academic growth as well. Academically Andrea wasn’t at the top of the class, she was repeating 2nd grade (she had also repeated kindergarten). The fact that I met Andrea three months into the school year made Andrea reluctant to trust me and made it quite difficult for me to figure her out. Sometimes I wanted to ask her previous teacher, –Why didn’t you keep her? Don’t you know that this child craves reassurance and stability and by taking her out of your class, you did quiet the opposite? Although, I never regretted having her in my class, now I understand that everything happens for a reason. She’ll go through periods where she did really well but it all depended on her mood. She was capable and could do all the work but she just fell that it would not make a difference because she had worked really hard the year before and failed anyway.
As the days passed I always tried to be affirming of her accomplishments, I made sure that she knew that her participation in class did make a difference; I encouraged her to never give up and told her that things would get better. I tried reaching out to her but I could not. I talked to her about keeping a journal in which we’d both talked to each other about anything we wanted to, weekends, family…just to get her to open up to me but to no avail. She wrote a couple of times but lost interest quickly. She was very withdrawn and was always in her own world.
I was at a lost in spite of meeting with the counselor twice a week, no change. Why was this child so withdrawn? I observed her behavior closely and took notes about her of things that I thought would help the counselor. I never saw any visible bruising so I ruled out physical abuse as a cause but I had a gut feeling that there must be something going on at home that affected her deeply. I feel bad because I wish I could have visited her at home but her mom (she didn’t have a dad) was always working. Sometimes I though that I would just drive by her house but was afraid to do so because it seemed very inappropriate.
The end of the school year was coming to a close; I felt I had lost the challenge. Not knowing what troubled Andrea so much made me feel as if I failed her as a teacher. I felt it was my duty to bring some order into the chaos that seemed to be her life. I can't say I made a difference in her life for I don't know the answer. I hope I did touch her life not for me but for her. As I remember her today I ask myself, what could I have done differently? Where did I go wrong? I wonder what’s become of her. This next school year she’s supposed to be in the 4th grade. Maybe I’ll drive up to Waxahachie and pay her a visit.
The 8:00 o'clock bell rang, adrenaline rushed through my whole body. I felt as if tons of tiny butterflies had found their new home in my stomach. It was my first day at E.B. Wedgeworth Elementary. But it wasn't the first day of school it was the last week of October. A feeling of uncertainty suddenly hit me. What are these children going to think of me? What if they don't like me? I was all too concerned about myself. For a split second I forgot the reason why I had decided to teach, -the children-. As I managed to collect myself and looked up, I saw Andrea for the first time. She was the sweetest little girl you can ever imagine but I could have never anticipated all the baggage she carried with her. I noticed her right away. You couldn't miss her. I learned that in spite of her having beautiful dark brown wavy hair, she hated it because it wasn’t stick straight. To me her smile could light up a room but she hated it as well. I knew something wasn't right with Andrea. I started to follow her closely because something seemed odd, I couldn't quite figure it out but I was up for the challenge.
There she was 9-years old and in the 2nd grade. “How sad how miserable, nobody understood her,” she would say. It was so unfair that all the kids her age were either in 3rd grade and some in 4th grade. –“Why me, why me? “ She would ask me with a deep sadness in her trembling voice; the kind of sadness that only comes from a broken soul. I would look at her and think to myself, –there must be something I can do to comfort her-. With a glisten in my eyes from tears that were trying to creep out, gently I placed my hand on her shoulder and gave it a soft squeeze as if trying to tell her that I understood her pain, that I was there for her, that she could count on me.
Every morning as I stood by the classroom door to welcome all my students, I could observe them as they came in walking so quickly and enthusiastically as if they had bolts of energy inside of them that were ready to burst. Not Andrea. Not the first day she walked into my classroom. The day of the field trip to the “Grand Theater”. Or the last day of school. Not Andrea. Not her, not ever. At a distance I could hear the swish of a backpack dragging on the floor; I learned to recognize that distinctive sound after hearing it everyday. If you’d look at her you’d think you were watching a slow motion scene of a movie. It was as if she had her life sucked out of her and moved about as if she was carrying the burden of the entire world on her nine year old tiny shoulders.
She’d come every morning and I greeted her. She would smile and quickly cover her mouth so nobody would look at her teeth. This was just like her, very insecure to the point that she’d cry if she thought someone may have been laughing at her. Once, I gently told her -hurry sweetie, we are all waiting for you- and that was more than enough to make her burst into uncontrollable heaps of tears rolling down her cheeks as if a water dam had been cracked open. It happened so fast that I could not understand what just happened. It took me a while to figure out that my words must have triggered an unpleasant memory for her. With my sweetest smile and softest tone I apologized to her. –Sorry, was it something I said? I can assure you this won’t happen again-. She looked up and the water dam was once again the way it should be, closed. I think I saw a glimpse of a half smile on her face.
The quest began to find resources that could be of benefit to Andrea. First stop, -the counselor, Ms. Morrow- I spoke to her and she gave me some advice as to what I could do at the moment: set up a parent conference to talk about my concerns for Andrea and suggest the school counselor seat at the meeting and try to get parental consent for Andrea to visit with her and from there she’d suggest other interventions to her mother. So, basically I had to take it or leave it! As much as I wanted to do so much more my options were limited and I had to remember that I had fifteen other students that needed my attention as well.
-Piece of cake!- I thought to myself, -I know that as soon as I call this lady and she sees how concerned I am about her daughter she’d jump at the opportunity of coming in and talking to me.- Yeah, right meeting this lady would prove to be a real challenge. I tried to confer with her for at least the entire month of November and part of December; she’d never show up. We never met. I tried to speak to her because I felt it wasn’t appropriate to just send a note home to me it sounded like something along the lines of –your daughter has issues please sign this note so that she can see the school counselor- So, when we come back from the holiday break, I finally mustered up the courage and called her on the phone –better than not talking to her at all- she didn’t seem very interested in what I had to say and just told me that Andrea had always been that way, “she’s not very smart” she added. I couldn’t believe my ears –the nerve of that woman, - I thought. She finally agreed to let the counselor see her but said that she wouldn’t have the time to come and talk to the counselor herself. I sent the permission slip home, I believe about three times and by the end of January I finally got it…signed!
My concerns about Andrea were not only in regards to her social development but her academic growth as well. Academically Andrea wasn’t at the top of the class, she was repeating 2nd grade (she had also repeated kindergarten). The fact that I met Andrea three months into the school year made Andrea reluctant to trust me and made it quite difficult for me to figure her out. Sometimes I wanted to ask her previous teacher, –Why didn’t you keep her? Don’t you know that this child craves reassurance and stability and by taking her out of your class, you did quiet the opposite? Although, I never regretted having her in my class, now I understand that everything happens for a reason. She’ll go through periods where she did really well but it all depended on her mood. She was capable and could do all the work but she just fell that it would not make a difference because she had worked really hard the year before and failed anyway.
As the days passed I always tried to be affirming of her accomplishments, I made sure that she knew that her participation in class did make a difference; I encouraged her to never give up and told her that things would get better. I tried reaching out to her but I could not. I talked to her about keeping a journal in which we’d both talked to each other about anything we wanted to, weekends, family…just to get her to open up to me but to no avail. She wrote a couple of times but lost interest quickly. She was very withdrawn and was always in her own world.
I was at a lost in spite of meeting with the counselor twice a week, no change. Why was this child so withdrawn? I observed her behavior closely and took notes about her of things that I thought would help the counselor. I never saw any visible bruising so I ruled out physical abuse as a cause but I had a gut feeling that there must be something going on at home that affected her deeply. I feel bad because I wish I could have visited her at home but her mom (she didn’t have a dad) was always working. Sometimes I though that I would just drive by her house but was afraid to do so because it seemed very inappropriate.
The end of the school year was coming to a close; I felt I had lost the challenge. Not knowing what troubled Andrea so much made me feel as if I failed her as a teacher. I felt it was my duty to bring some order into the chaos that seemed to be her life. I can't say I made a difference in her life for I don't know the answer. I hope I did touch her life not for me but for her. As I remember her today I ask myself, what could I have done differently? Where did I go wrong? I wonder what’s become of her. This next school year she’s supposed to be in the 4th grade. Maybe I’ll drive up to Waxahachie and pay her a visit.
Sunday, July 15, 2007
Reading Assignments Responses
07/12/07
NWP Publications
Mozartians, Beethovians, and the Teaching of Writing
"If we wish to become effective teachers of writing, we need to teach the whole person; we need to allow both the Beethovians and the Mozartians to be who they are when they write." As a teacher this quote open my eyes it is not very frequent that you hear this kind of asseveration, as a teacher this is something that I will print and have with me and pull it out whenever I forget that I'm not just a writing teacher but that I also teach to the hopes, dreams, aspirations and emotions of my students. That their writing will reflect their unique personalities that the writing process isn't a set of rules written in stone that are meant to be followed in order. That writers can be messy and still be good writers that following an orderly format is not a guarantee of succesful writing rather it can become a frustration for students. Understanding that students writing abilities are different will allow me as a teacher to -teach the whole person.-
Skeletons Out of the Closet: The Case of the Missing 162%
Revision is one of the most difficult things to teach. The majority of my students just recopy their final drafts they don't use the comments they get when doing peer revision or from our conferences. This strategy provides a visual aid into the abstract concept of revising.
Getting Real: Authenticity in Writing Prompts
Whenever I assigned writing homework I relied on a lists of prompts that was given to me by another teacher. Every time I, hesitantly wrote them on the board and always felt the need to explain to my students what they meant in order to give them a clue what to write about. Now I know why, I wasn't really giving my students an audience or a purpose to write. Although they may not get to send their published pieces to their intended audience; giving them 'authentic prompts' will enable them to develop their voice.
The Parallel Universes of Theory and Practice: One Teacher's Journey
Beverly Paesano's dilemma hit home with me. I can completely relate to her dissapointment. As a 1st-year-2nd grade teacher I felt disappointment in my teaching
specially when it came to teaching writing. Working with 7 other teachers that had been teaching between 10-25 years, I felt that I had to follow their leads. The usual skill/drill/worksheet approach. It was a comfortable situation because I was in control but I knew that teaching had to be more than that. Mind you I was a blank slate coming from an alternative certification program with non-education degree. Then last year I was offered a 4th grade position and I knew I was in for a challenge. My team leader who had only been teaching 3 years prior, two other first year teachers and thankfully my bilingual counterpart that had been a teacher for 9 years. It really wasnn't the number of years under their belts but their approach to teaching writing. Everything the team leader said the other two did. We pretended to plan together and then I'll follow on footsteps. She didn't believe in woksheets or teaching skills in isolation she didn't teach spelling but rather word study. I was intrigued and felt that I had found the answer to my prayers. Our classrooms and bulettin boards bloomed with writing responses, published work, probes you name it. My kiddos were exciting about writing they trully enjoyed it. They had for the first time become young authors, illustrators and publishers.
NWP Publications
Mozartians, Beethovians, and the Teaching of Writing
"If we wish to become effective teachers of writing, we need to teach the whole person; we need to allow both the Beethovians and the Mozartians to be who they are when they write." As a teacher this quote open my eyes it is not very frequent that you hear this kind of asseveration, as a teacher this is something that I will print and have with me and pull it out whenever I forget that I'm not just a writing teacher but that I also teach to the hopes, dreams, aspirations and emotions of my students. That their writing will reflect their unique personalities that the writing process isn't a set of rules written in stone that are meant to be followed in order. That writers can be messy and still be good writers that following an orderly format is not a guarantee of succesful writing rather it can become a frustration for students. Understanding that students writing abilities are different will allow me as a teacher to -teach the whole person.-
Skeletons Out of the Closet: The Case of the Missing 162%
Revision is one of the most difficult things to teach. The majority of my students just recopy their final drafts they don't use the comments they get when doing peer revision or from our conferences. This strategy provides a visual aid into the abstract concept of revising.
Getting Real: Authenticity in Writing Prompts
Whenever I assigned writing homework I relied on a lists of prompts that was given to me by another teacher. Every time I, hesitantly wrote them on the board and always felt the need to explain to my students what they meant in order to give them a clue what to write about. Now I know why, I wasn't really giving my students an audience or a purpose to write. Although they may not get to send their published pieces to their intended audience; giving them 'authentic prompts' will enable them to develop their voice.
The Parallel Universes of Theory and Practice: One Teacher's Journey
Beverly Paesano's dilemma hit home with me. I can completely relate to her dissapointment. As a 1st-year-2nd grade teacher I felt disappointment in my teaching
specially when it came to teaching writing. Working with 7 other teachers that had been teaching between 10-25 years, I felt that I had to follow their leads. The usual skill/drill/worksheet approach. It was a comfortable situation because I was in control but I knew that teaching had to be more than that. Mind you I was a blank slate coming from an alternative certification program with non-education degree. Then last year I was offered a 4th grade position and I knew I was in for a challenge. My team leader who had only been teaching 3 years prior, two other first year teachers and thankfully my bilingual counterpart that had been a teacher for 9 years. It really wasnn't the number of years under their belts but their approach to teaching writing. Everything the team leader said the other two did. We pretended to plan together and then I'll follow on footsteps. She didn't believe in woksheets or teaching skills in isolation she didn't teach spelling but rather word study. I was intrigued and felt that I had found the answer to my prayers. Our classrooms and bulettin boards bloomed with writing responses, published work, probes you name it. My kiddos were exciting about writing they trully enjoyed it. They had for the first time become young authors, illustrators and publishers.
Team Weather Forecasts
07/12/07
Cumulus Chicks Forecast
Yesterday’s Forecast:
The morning was gray, overcast with approaching storm clouds. 40% chance of precipitation, umbrella recommended. By midmorning the clouds dissipated. By the afternoon we had clear skies and 95F weather.
Approaching thunder storms in the evening, high ozone, high mold count and medium visibility.
Today’s Forecast:
Low pressure system caught between 2 high pressure systems in the am. 80% chance of precipitation & storms. By early afternoon, storms dissipate and clear skies expected. Light winds of 10 mph. Low ozone and high mold count and medium visibility.
Cumulus Chicks Forecast
Yesterday’s Forecast:
The morning was gray, overcast with approaching storm clouds. 40% chance of precipitation, umbrella recommended. By midmorning the clouds dissipated. By the afternoon we had clear skies and 95F weather.
Approaching thunder storms in the evening, high ozone, high mold count and medium visibility.
Today’s Forecast:
Low pressure system caught between 2 high pressure systems in the am. 80% chance of precipitation & storms. By early afternoon, storms dissipate and clear skies expected. Light winds of 10 mph. Low ozone and high mold count and medium visibility.
Response to Reading Assignments
07/11/07
Becoming Your Own Expert-Teachers as Writers
This article makes an obvious point: How do we expect to be writing teacher's if writing isn't part of our life? I guess the point isn't obvious enough because I personally can say I didn't write that often with my students, I didn't put myself in their shoes? How can I expect to become good at anything if I don't practice it myself. I guess the old cliche can be applied here 'practice makes perfect'....Well, maybe not perfect but it will allow me to discover my strengths and weaknesses as a writer. I will allow me to draw real life experience into my teaching but most of all it will help me be a practicing writing teacher.
"Whose Writing is it Anyway"? Kids Love To Write...Don't Wait Until They Read
Children are writing before they read. We always hear that we must teach the children to read first if we want them to be better writers. As the points made in this article hold to be true. I can further add by talking about my 27-month-old son Elías and his attitude about writing. He loves it! My little boy is still developing his vocabulary yet you give him pencil and paper and he can write, really scribbles in his case but he can read it back to you. The thing he likes to write the most are name of the people and things that he likes the most. He will hold out the Shrek, Incredibles, Veggie Tales DVD's and trace his little fingers under the titles and he'll read them to you. Yes it's environmental print but he goes back and 'writes" on paper about all this things. His handwriting is just scribbles for now but pretty soon he'll be writing his name even before he can read a book on his own. He'll rather stick to his own stories.
Computers and English: Future Tense...Future Perfect
Stephen Marcus was truly a visionary in his time. If he was still alive today he'll be able to see that many of his 'prophecies' have become a reality. The integration of technology in the writing process and the emphasis in writing being a process not a product. The deterioration of hadnwriting and how schools don't teach it anymore. The lack of interest in students to write assignments without the aid of spell check. Technology as a means to resurrecting the art of writing is great. It may not be writing in the way our ancestors know it but it is writing nonetheless. We have been able to achieve things that they could have only dreamed off. Wikipedia comes to mind as a successful example of innovative cooperative writing.
Becoming Your Own Expert-Teachers as Writers
This article makes an obvious point: How do we expect to be writing teacher's if writing isn't part of our life? I guess the point isn't obvious enough because I personally can say I didn't write that often with my students, I didn't put myself in their shoes? How can I expect to become good at anything if I don't practice it myself. I guess the old cliche can be applied here 'practice makes perfect'....Well, maybe not perfect but it will allow me to discover my strengths and weaknesses as a writer. I will allow me to draw real life experience into my teaching but most of all it will help me be a practicing writing teacher.
"Whose Writing is it Anyway"? Kids Love To Write...Don't Wait Until They Read
Children are writing before they read. We always hear that we must teach the children to read first if we want them to be better writers. As the points made in this article hold to be true. I can further add by talking about my 27-month-old son Elías and his attitude about writing. He loves it! My little boy is still developing his vocabulary yet you give him pencil and paper and he can write, really scribbles in his case but he can read it back to you. The thing he likes to write the most are name of the people and things that he likes the most. He will hold out the Shrek, Incredibles, Veggie Tales DVD's and trace his little fingers under the titles and he'll read them to you. Yes it's environmental print but he goes back and 'writes" on paper about all this things. His handwriting is just scribbles for now but pretty soon he'll be writing his name even before he can read a book on his own. He'll rather stick to his own stories.
Computers and English: Future Tense...Future Perfect
Stephen Marcus was truly a visionary in his time. If he was still alive today he'll be able to see that many of his 'prophecies' have become a reality. The integration of technology in the writing process and the emphasis in writing being a process not a product. The deterioration of hadnwriting and how schools don't teach it anymore. The lack of interest in students to write assignments without the aid of spell check. Technology as a means to resurrecting the art of writing is great. It may not be writing in the way our ancestors know it but it is writing nonetheless. We have been able to achieve things that they could have only dreamed off. Wikipedia comes to mind as a successful example of innovative cooperative writing.
Response to Bluebonnets contribution to supporting people affected by Hurricane Katrina.
07/11/07
It was awesome to learn that the BWP has such a dedicated team of professionals that know the importance of giving back in time of need. Most of us were affected in one way or another by Huricane Katrina but the ability to cope is what got us through. The lessons were excellent and the books chosen to model this lessons really help the children to put into perspective what they went through. Writing is such a liberating form of expression that it enabled this children to write off some of the burden they carried with them.
It was awesome to learn that the BWP has such a dedicated team of professionals that know the importance of giving back in time of need. Most of us were affected in one way or another by Huricane Katrina but the ability to cope is what got us through. The lessons were excellent and the books chosen to model this lessons really help the children to put into perspective what they went through. Writing is such a liberating form of expression that it enabled this children to write off some of the burden they carried with them.
Response to "Pick an Item from your Purse"
07/11/07
My Lauren by Ralph Lauren Black Leather Wallet:
My love for purses and wallets developed at the tender age of 14. I was always looking for something that will stand out. I never did care it matched my outfit or not! Before this black wallet I had a red DKNY wallet that I deeply liked. Until...one day I saw it. It was the most beautiful wallet in the entire world. It was a magic moment as if I could hear the wallet softly whispering and calling my name...Sugeeeeey. I was taken aback, I was in awe. Of course, there was only one problem; I found the wallet while secretly rummaging through my mother’s closet. I was not allowed in my parents’ bedroom unless they were in the room; so now how will I be able to have the wallet that I wasn’t even supposed to see? When I saw my mom get home she automatically knew I was up to something. She gave me this very suspicious look and I felt as if she could see my thoughts and knew what I’ve done. Oh...the agony, I couldn’t wait anymore to be with my precious. As I close my eyes I could see myself holding the wallet in my hands, the supple leather, that new smell.
My Lauren by Ralph Lauren Black Leather Wallet:
My love for purses and wallets developed at the tender age of 14. I was always looking for something that will stand out. I never did care it matched my outfit or not! Before this black wallet I had a red DKNY wallet that I deeply liked. Until...one day I saw it. It was the most beautiful wallet in the entire world. It was a magic moment as if I could hear the wallet softly whispering and calling my name...Sugeeeeey. I was taken aback, I was in awe. Of course, there was only one problem; I found the wallet while secretly rummaging through my mother’s closet. I was not allowed in my parents’ bedroom unless they were in the room; so now how will I be able to have the wallet that I wasn’t even supposed to see? When I saw my mom get home she automatically knew I was up to something. She gave me this very suspicious look and I felt as if she could see my thoughts and knew what I’ve done. Oh...the agony, I couldn’t wait anymore to be with my precious. As I close my eyes I could see myself holding the wallet in my hands, the supple leather, that new smell.
Teacher as Researcher
07/10/07
The Teacher as Researcher
The article makes an excellent point on how educational research is/was conducted. We as educators cannot complain about the inaccuracy and uselessness of available research. We must take a stand and as Marian Mohr did, conduct our own research. I personally think that if we kept a journal (as suggested in the article) we could learn so much more about the way students learn rather than trying to make fancier lessons. It doesn’t matter how fancy a lesson is, if we are not keeping our students engaged. By learning how students learn we are able to incorporate those techniques and not just be a teacher but a student as well. Although this article was published 27 years ago it still resounds as an undeniable truth. We as teachers must take research into our own hands and perhaps some day we’ll be able to publish what we’ve learned from our journaling.
The Teacher as Researcher
The article makes an excellent point on how educational research is/was conducted. We as educators cannot complain about the inaccuracy and uselessness of available research. We must take a stand and as Marian Mohr did, conduct our own research. I personally think that if we kept a journal (as suggested in the article) we could learn so much more about the way students learn rather than trying to make fancier lessons. It doesn’t matter how fancy a lesson is, if we are not keeping our students engaged. By learning how students learn we are able to incorporate those techniques and not just be a teacher but a student as well. Although this article was published 27 years ago it still resounds as an undeniable truth. We as teachers must take research into our own hands and perhaps some day we’ll be able to publish what we’ve learned from our journaling.
Response to "Thank you, Mr. Falker"
07/10/07
Response:
Student 1
Last year was my first year teaching 4th Grade it was a big challenge for me as a new teacher but also as everyone told me I had a low class. Out of 16 students only 3 were reading on grade level at the beginning of the year. The rest were reading between one t0 3 levels behind. I rigorously started to focus on Guided Reading Fluency and Read Alouds.
All the children show some kind of progress except for one. He had been previously retained in 3rd grade and was the oldest in my class and had dyslexia but was not receiving services because of a parent denial. If you’d take a look at him you’d never had guess because his physical appearance said other wise. He was the shortest, thinnest and had a very small voice almost like a whisper.
Besides his academic challenge his behavior was an issue he acted as the older child he was so he’ll always get in trouble because of his enhanced sexual awareness. I was able to get him into the counseling and mentoring programs that we have at school and started to change his behavior. By the end of the year not only was he reading on grade level but he became a very responsible and positive example to many others in our classroom. His ultimate achievement was that in spite of a non-existent parental support he was able to pass the Math. Reading and Writing 4th Grade regular TAKS test!!!
Student 2
He was a special case he was as cute as a button, he thought that with his smile and his sparkling green eyes he could have the whole world as his feet. From the beginning he tried my patience he would do anything to get my attention. So I came up with different things to help him stay focus, which he couldn’t do for very long. I gave him a mini notepad in which he could write to me instead of just bursting out mindlessly in the middle of class. By the end of the day the pages were full of all sorts of nonsensical questions and doodles that had nothing to do with the purpose of why I had gave him the notebook in the first place. I tried sitting him next to my desk but then things started to disappear so I sat him back with the others. I spoke to the counselor and enrolled him in mentoring and he’ll go see her every Monday for their group meetings. His behavior just got worse and worse with no apparent cause. At this point I had conferred with his dad at least.
Student 3
Andrea was the sweetest little girl you can ever imagine. She had beautiful dark brown wavy hair, which she hated because it wasn’t stick straight. Her smile was perfect and her teeth were pearly white but she heated her smile because her teeth were not completely straight.
There she was she was 9-years old and in the 2nd grade. How sad how miserable, nobody understood her. It was so unfair that all the kids her age were either in 3rd grade and some in 4th grade. –“Why me, why me? “ She’d ask me. I didn’t know what to say I never knew a child could be so unhappy. She’d come every morning and I greeted her. She would smile and quickly cover her mouth so nobody would look at her teeth. This was just like her, very insecure to the point that she’d cry if she thought someone may have been laughing at her.
She was repeating 2nd grade (she had also repeated kindergarten).
Response:
Student 1
Last year was my first year teaching 4th Grade it was a big challenge for me as a new teacher but also as everyone told me I had a low class. Out of 16 students only 3 were reading on grade level at the beginning of the year. The rest were reading between one t0 3 levels behind. I rigorously started to focus on Guided Reading Fluency and Read Alouds.
All the children show some kind of progress except for one. He had been previously retained in 3rd grade and was the oldest in my class and had dyslexia but was not receiving services because of a parent denial. If you’d take a look at him you’d never had guess because his physical appearance said other wise. He was the shortest, thinnest and had a very small voice almost like a whisper.
Besides his academic challenge his behavior was an issue he acted as the older child he was so he’ll always get in trouble because of his enhanced sexual awareness. I was able to get him into the counseling and mentoring programs that we have at school and started to change his behavior. By the end of the year not only was he reading on grade level but he became a very responsible and positive example to many others in our classroom. His ultimate achievement was that in spite of a non-existent parental support he was able to pass the Math. Reading and Writing 4th Grade regular TAKS test!!!
Student 2
He was a special case he was as cute as a button, he thought that with his smile and his sparkling green eyes he could have the whole world as his feet. From the beginning he tried my patience he would do anything to get my attention. So I came up with different things to help him stay focus, which he couldn’t do for very long. I gave him a mini notepad in which he could write to me instead of just bursting out mindlessly in the middle of class. By the end of the day the pages were full of all sorts of nonsensical questions and doodles that had nothing to do with the purpose of why I had gave him the notebook in the first place. I tried sitting him next to my desk but then things started to disappear so I sat him back with the others. I spoke to the counselor and enrolled him in mentoring and he’ll go see her every Monday for their group meetings. His behavior just got worse and worse with no apparent cause. At this point I had conferred with his dad at least.
Student 3
Andrea was the sweetest little girl you can ever imagine. She had beautiful dark brown wavy hair, which she hated because it wasn’t stick straight. Her smile was perfect and her teeth were pearly white but she heated her smile because her teeth were not completely straight.
There she was she was 9-years old and in the 2nd grade. How sad how miserable, nobody understood her. It was so unfair that all the kids her age were either in 3rd grade and some in 4th grade. –“Why me, why me? “ She’d ask me. I didn’t know what to say I never knew a child could be so unhappy. She’d come every morning and I greeted her. She would smile and quickly cover her mouth so nobody would look at her teeth. This was just like her, very insecure to the point that she’d cry if she thought someone may have been laughing at her.
She was repeating 2nd grade (she had also repeated kindergarten).
Response to "Whoever you Are"
07/10/07
Summary:
This is a good book to teach children about a multicultural view of the world. It’s fine to be different; it talks about the different homes, games, etc. All the things that really matter are the same: pain, joys, laughs, hearts, and smiles. The book talks about differences in a friendly tone, something that any child can relate it to their own experiences.
Response:
Looking back at my childhood a story comes to mind in which I experienced dislike of my own self. There was a soap opera for children, which had a little blonde girl and a little black boy. The little boy was in love with her but she didn’t like the little boy because he was different. The little boy was always looking for ways to find graces with the little girl. In one episode one of his classmates wanted to play a joke on him so they told him that if he put on some cream he’ll have light skin by the morning. I was a child I didn’t know any better so I asked my dad to buy me the same cream. It wasn’t ‘till years later when I was able to write about this story and understand why I felt the way I felt.
When I lived in NYC I felt accepted because you wouldn’t see so much segregation but I felt totally out of place here in Texas.
Summary:
This is a good book to teach children about a multicultural view of the world. It’s fine to be different; it talks about the different homes, games, etc. All the things that really matter are the same: pain, joys, laughs, hearts, and smiles. The book talks about differences in a friendly tone, something that any child can relate it to their own experiences.
Response:
Looking back at my childhood a story comes to mind in which I experienced dislike of my own self. There was a soap opera for children, which had a little blonde girl and a little black boy. The little boy was in love with her but she didn’t like the little boy because he was different. The little boy was always looking for ways to find graces with the little girl. In one episode one of his classmates wanted to play a joke on him so they told him that if he put on some cream he’ll have light skin by the morning. I was a child I didn’t know any better so I asked my dad to buy me the same cream. It wasn’t ‘till years later when I was able to write about this story and understand why I felt the way I felt.
When I lived in NYC I felt accepted because you wouldn’t see so much segregation but I felt totally out of place here in Texas.
Foreword, Letter to Our Readers & Twenty Minutes of Fluency
07/09/07
Foreword
It was interesting to understand how the The Quarterly has changed along with the foundations of the NWP. As Professor Sarah Warshauer Freedman talks about the humble beginnings of the publication and then brings it full circle to the new digital format you can only but wonder, what other wonderful things future technology holds?
Letter to Our Readers: Endings and Beginnings
“The end is where we start from,” this quote by T. S. Eliot is a suggestive affirmation of the NWP’s future. As long as there is an end the NWP will duly rise up to the occasion and make a new beginning out of it. The end of the paper publication only marked the beginning of the new digital one.
Twenty Minutes of Fluency—A Test
More than a test this proved to be truly a challenge; I can truthfully put myself in the shoes of those students. As today I was asked to write responses in the allotted time of 10-15 minutes, given I already had a point of reference even a literary style to copy. The students in the article were only given a prompt and then create a response that, could possible yield a ‘4’? I couldn’t do it. As James Gray stated in the article, only but a few of the students were able to accomplish this task. Instead of me wanting to run and do this test on my ELL students, it makes me think of the many times I have asked the same from them. Really, an eye opener for me.
Foreword
It was interesting to understand how the The Quarterly has changed along with the foundations of the NWP. As Professor Sarah Warshauer Freedman talks about the humble beginnings of the publication and then brings it full circle to the new digital format you can only but wonder, what other wonderful things future technology holds?
Letter to Our Readers: Endings and Beginnings
“The end is where we start from,” this quote by T. S. Eliot is a suggestive affirmation of the NWP’s future. As long as there is an end the NWP will duly rise up to the occasion and make a new beginning out of it. The end of the paper publication only marked the beginning of the new digital one.
Twenty Minutes of Fluency—A Test
More than a test this proved to be truly a challenge; I can truthfully put myself in the shoes of those students. As today I was asked to write responses in the allotted time of 10-15 minutes, given I already had a point of reference even a literary style to copy. The students in the article were only given a prompt and then create a response that, could possible yield a ‘4’? I couldn’t do it. As James Gray stated in the article, only but a few of the students were able to accomplish this task. Instead of me wanting to run and do this test on my ELL students, it makes me think of the many times I have asked the same from them. Really, an eye opener for me.
Response to "My Great Aunt Arizona"
07/09/07
Altagracia and Rafael were expecting their first baby; they were both very excited. Rafael wanted a baby girl more than anything in the world. A couple of months later they found out that they’d have a baby girl, the search for names began. One afternoon as Altagracia sat down watching a soap opera a baby girl was born and was named Sugey, she just loved the name! She got up and ran up to Rafael and announced that she had found the perfect name: “Sugey”. He didn’t look convinced but after pondering for a while he told her, -“Let’s name her Sugey like you want but I want her to have my name as her middle name.” She said with a smile on her face, -“Sugey Rafaela Rosario Paulino.” Altagracia thought to herself, one day my daughter will achieve great things.
The baby was born and the years passed. Sugey started talking at a very young age. She always asked questions and whenever she went out with her dad she’ll ask him to read the billboards and signs posted on buildings and streets and then she’ll repeat and memorize the words and will act as if she was reading to him. There was something Sugey loved: books. Even if she didn’t understand the words she’ll make them up. You would often find her pretend reading, to herself, to her dolls and to anyone who would listen. One Christmas she asked her dad if she could get a green board, an eraser and chalk, she told her dad that she decided she’ll be a teacher. By the time she was 6 years-old she had learn to read on her own. She did 1st. grade over the course of the summer and entered 2nd grade at 6, making her the youngest child in her class.
Altagracia and Rafael were expecting their first baby; they were both very excited. Rafael wanted a baby girl more than anything in the world. A couple of months later they found out that they’d have a baby girl, the search for names began. One afternoon as Altagracia sat down watching a soap opera a baby girl was born and was named Sugey, she just loved the name! She got up and ran up to Rafael and announced that she had found the perfect name: “Sugey”. He didn’t look convinced but after pondering for a while he told her, -“Let’s name her Sugey like you want but I want her to have my name as her middle name.” She said with a smile on her face, -“Sugey Rafaela Rosario Paulino.” Altagracia thought to herself, one day my daughter will achieve great things.
The baby was born and the years passed. Sugey started talking at a very young age. She always asked questions and whenever she went out with her dad she’ll ask him to read the billboards and signs posted on buildings and streets and then she’ll repeat and memorize the words and will act as if she was reading to him. There was something Sugey loved: books. Even if she didn’t understand the words she’ll make them up. You would often find her pretend reading, to herself, to her dolls and to anyone who would listen. One Christmas she asked her dad if she could get a green board, an eraser and chalk, she told her dad that she decided she’ll be a teacher. By the time she was 6 years-old she had learn to read on her own. She did 1st. grade over the course of the summer and entered 2nd grade at 6, making her the youngest child in her class.
Thursday, July 12, 2007
Tuesday, July 10, 2007
The Green Stone
07/09/07
There have been moments where I felt like I made a difference in teaching, that's when I felt that my green stone shone the brighest. However, when I wasn't able to reach a student I felt that I had lost my green stone. As an educator I feel the responsibility to make an impact on my students so in turn I feel disappointed when I can't do that. I'd like to share the a brief story of two of my former students that were at either end of the spectrum.
Last year I had two students which affected my life deeply; one of them was repeating 4th grade (he was 11yrs. old by the end of the school year) and and the other one had very severe behavioral problems. From the begining of the year I was met by their former teachers with all the negative comments you can imagine one could get.
Thankfully I was able to reach the 'retainee'. He came a very long way and was able to pass all three TAKS test. On the other hand the 'behavior' child fail all three. I know I did all I could and ultimately, I feel that as a teacher I need to forgive myself for not reaching every child. That doesn't mean I won't keep trying to reach every child but if it doesn't happen I will have the satisfaction to know that I gave it my best.
There have been moments where I felt like I made a difference in teaching, that's when I felt that my green stone shone the brighest. However, when I wasn't able to reach a student I felt that I had lost my green stone. As an educator I feel the responsibility to make an impact on my students so in turn I feel disappointed when I can't do that. I'd like to share the a brief story of two of my former students that were at either end of the spectrum.
Last year I had two students which affected my life deeply; one of them was repeating 4th grade (he was 11yrs. old by the end of the school year) and and the other one had very severe behavioral problems. From the begining of the year I was met by their former teachers with all the negative comments you can imagine one could get.
Thankfully I was able to reach the 'retainee'. He came a very long way and was able to pass all three TAKS test. On the other hand the 'behavior' child fail all three. I know I did all I could and ultimately, I feel that as a teacher I need to forgive myself for not reaching every child. That doesn't mean I won't keep trying to reach every child but if it doesn't happen I will have the satisfaction to know that I gave it my best.
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