Today we just met with Ms. C and we discussed the three lessons that we plan to teach. The three topics that she gave us to teach are Native American migration over the land bridge, noticing supporting details and main ideas of a book, and lastly discussing the houses of the Pueblo Indians, Plains Indians and Woodlands Indians and why their houses were beneficial for their lifestyles.
Lauren and I decided that we are going to use Direct Instruction for the Native American migration lesson. We are going to use Concept Attainment for the supporting details and main ideas of the book Corduroy. Finally we are going to use the Integrative model for comparing and contrasting the different Native American groups' houses.
Saturday, December 8, 2007
Field Visit # 4
This visit the main focus of the lesson was on weather and different ways to measure different aspects of weather. Unfortunately, due to the set up of the lesson, we could not really keep track of the participation. Ms. C split the class up into three groups which were ability based. They were given a reading on an weather measuring instrument based on their reading ability. One group had the thermometer, one group had a wind vane and the last group was continuing to go over the topic of precipitation.
In the morning meeting we had gone over precipitation and Ms. C informed us that she wanted to go over it again with some of the children that she thought hadn't grasped the concept yet. I was working with the "wind" group. They were each given their own blank piece of paper and they were told to write down the name of their instrument, draw a picture of it, and write any information that they might want to add. Lastly, they were informed that they would have to understand how it worked so that if somebody asked them, they would be able to describe it. As we read through it, I noticed that some of the students were on top of it while others were zoned out. I found myself having to explain it to almost every individual in the group which made me realize that as a teacher, if you don't get the attention of all your students at one point in time, you will make your job a lot harder by explaining it on 20 occasions instead of just one.
Unfortunately, we ran out of time for their content lesson and we didn't get the chance to hear the groups present. However, after discussing everything with my group, I was very confident that they would all be able to explain our wind vane and how it worked!
In the morning meeting we had gone over precipitation and Ms. C informed us that she wanted to go over it again with some of the children that she thought hadn't grasped the concept yet. I was working with the "wind" group. They were each given their own blank piece of paper and they were told to write down the name of their instrument, draw a picture of it, and write any information that they might want to add. Lastly, they were informed that they would have to understand how it worked so that if somebody asked them, they would be able to describe it. As we read through it, I noticed that some of the students were on top of it while others were zoned out. I found myself having to explain it to almost every individual in the group which made me realize that as a teacher, if you don't get the attention of all your students at one point in time, you will make your job a lot harder by explaining it on 20 occasions instead of just one.
Unfortunately, we ran out of time for their content lesson and we didn't get the chance to hear the groups present. However, after discussing everything with my group, I was very confident that they would all be able to explain our wind vane and how it worked!
Monday, October 29, 2007
Field Visit #3
This week, I was keeping an eye on certain behaviors of the students and really observing how Ms. C dealt with it. In the morning, she had a couple kids come up to her with problems and she had suggested that they solve them amungst themselves, which was described in Weinstein. I, fortunately, have not noticed any serious situation, so this approach has been successful for her and her classroom. I even noticed that some of the children started to sort things out on their own without asking Ms. C first.
Other distractions that I noticed occurred during the morning meeting. The class was discussing whether or not they thought that we use the same water that existed with the dinosaurs and one of the students kept covering his face with his shirt while he was talking. It seemed apparent that this has been a problem that occurred previously because she told Ethan that she didn't want to see him do it anymore and that they had talked about it. It was all done really quickly and none of the children seemed to have been distracted by it since we were all sitting in a circle.
Another behavioral issue I noticed was from one of the troublemakers, R. She had received a time out during one of our previous visits and I noticed that they had a teaching assistant in the room. I asked Ms. C and she said that the assistant was there to monitor R's behavior. With that in mind, I kept an eye on the interaction between the assistant and R. For the morning meeting, I was sitting next to R and the assistant was on the other side of the circle. R was behaving really well and was sitting there with her legs crossed like all the other children and I noticed the assistant make eye contact with her and put a green stamp in a chart that was 1/2 filled. I didn't get a chance to talk to the assistant because she monitors the behavior of other students in other classes, but you could tell that it was some kind of way to get R more aware of her actions. This is like what Weinstein talked about with self monitoring. Hopefully with a continued effort by the assistant, R will learn what behaviors are acceptable and will start to show those behaviors more often. I had definitely noticed that she was a lot more obedient this class than previous visits, but she was not feeling well so that might have been a contributing factor as well.
In terms of monitoring behavior and consequences, the one thing I noticed were pockets with the children's names on them and was taped on the door. There were different color slips of paper that signified different things. One was for nice work, one was a 2 minute time out, one was a 5 minute time out and another was a phone call home. These are all consequences of behavior that Ms. C used to make the students more aware of their behavior. Other than that, we haven't been there when a child acted out.
Other distractions that I noticed occurred during the morning meeting. The class was discussing whether or not they thought that we use the same water that existed with the dinosaurs and one of the students kept covering his face with his shirt while he was talking. It seemed apparent that this has been a problem that occurred previously because she told Ethan that she didn't want to see him do it anymore and that they had talked about it. It was all done really quickly and none of the children seemed to have been distracted by it since we were all sitting in a circle.
Another behavioral issue I noticed was from one of the troublemakers, R. She had received a time out during one of our previous visits and I noticed that they had a teaching assistant in the room. I asked Ms. C and she said that the assistant was there to monitor R's behavior. With that in mind, I kept an eye on the interaction between the assistant and R. For the morning meeting, I was sitting next to R and the assistant was on the other side of the circle. R was behaving really well and was sitting there with her legs crossed like all the other children and I noticed the assistant make eye contact with her and put a green stamp in a chart that was 1/2 filled. I didn't get a chance to talk to the assistant because she monitors the behavior of other students in other classes, but you could tell that it was some kind of way to get R more aware of her actions. This is like what Weinstein talked about with self monitoring. Hopefully with a continued effort by the assistant, R will learn what behaviors are acceptable and will start to show those behaviors more often. I had definitely noticed that she was a lot more obedient this class than previous visits, but she was not feeling well so that might have been a contributing factor as well.
In terms of monitoring behavior and consequences, the one thing I noticed were pockets with the children's names on them and was taped on the door. There were different color slips of paper that signified different things. One was for nice work, one was a 2 minute time out, one was a 5 minute time out and another was a phone call home. These are all consequences of behavior that Ms. C used to make the students more aware of their behavior. Other than that, we haven't been there when a child acted out.
Monday, October 22, 2007
Field Visit #2
This is the schedule for Ms. C's 2nd grade classroom:
8:30-8:50
- Morning work and "Do Now" with reading and math as the focus
8:50-9:50
- Content (Social Studies and Science)
9:50-10:50
- READ (with TA)
10:50-11:20
-Recess
11:20-11:45
- Lunch
11:50-12:50
- READ
12:50-1:50
- Specials
1:50-2:50
- Math (with TA)
2:50-3:00
- Dismissal
From our observation today, it was actually hard to really decipher maximizing time for instruction and eliminating distraction because they were doing an activity with the entire 2nd grade. They were asked to line up and go to the cafeteria where Mrs. B would teach them about "scientific observation". We could see the initial routine that Ms. C had implemented for when the children come in. They know that they are to come into class, look at the board to see what their morning task is, and they are to perform the task. It is well understood that Ms. C should only be asked questions after they have inquired the information from their peers. If their peers don't seem to know, then they know it is alright to ask Ms. C. This is a good way to eliminate distractions if Ms. C is talking to another student or if she is just trying to get supplies together for the rest of the day. In addition, there are different tasks to perform and different ways to perform them, so the children are all around the room and that eliminates any distractions from one another. Once they all finished the task and the attendance people brought the attendance to the office, Ms. C gave the students a 2 minute warning to probe them to start cleaning up and warning them that they were going to walk over to the cafeteria for a special lesson. By the time she counted down from 20 seconds, all of the children were lined up at the door. Her warnings provided the children time to start putting their things away so they could promptly move to the next activity.
After entering the cafeteria, Mrs. B had asked for all of the students attention. Once all of the 2nd grade classrooms had entered the room, she started to explain what they would be working on and certain rules they would need to follow during the activity. Once they were all seated and listening, she began to explain what they would be doing. However, it was hard to record exactly how long because part of her hook included another teacher walking in and interrupting the lesson. Mrs. B was planning on teaching them about "scientific observation" and the importance of it. She began the lesson by telling them they weren't supposed to be in the cafeteria. To all of our surprises, another teacher walked into the cafeteria yelling at Mrs. B saying that she needed the space and then stormed out. Some of the children were definitely confused but then Mrs. B had said that she asked for that teacher to come in and she wanted the children to write down as many things as they could about the characteristics of the woman's physical appearance. From here, she continued with the explanation on the importance of scientific observation. The interruption itself was only about 45 seconds but she had them quickly write down observations which took an additional 5 minutes. So in total, including her initial explanation, the interruption, the observation, and a continued explanation, it was about 15 minutes. After they discussed their observations, she had continued with another 5 minutes to give explicit instructions about the task they were about to perform. There were pieces of candy on the table and they were to pick a piece of candy, write down information on the piece of candy using their senses (with a strong emphasis on NOT using their tasting sense). They were to write down what it looked like, any colors, if the wrapper made a certain noise, what the wrapper looked like, etc. They were then to pass their journal to the right. Once they had all received a new journal, they were to read their new journal and guess what piece of candy that person was describing. There were a lot of directions that were incorporated in this lesson, so as you could assume, with a bunch of 2nd graders, there were a lot of hands being raised. One way she eliminated some of the distractions from hundreds of questions was that she had asked them not to raise their hands until she had completely explained everything. In addition, they were not allowed to perform any of the tasks as she said them. They had to listen to the whole set of directions before they could start their observation. In addition, also helping to reduce distractions, the teachers of each of the classes, in addition to Lauren and I, were walking around to answer any individual questions the students had. By the time they were done with the lesson, it was a full hour. It was good to be involved in helping them to perform the tasks and making sure they were following directions but it was harder for us to really get an accurate count of the time that was going by. Again, I don't think this was a great gauge for me to really understand the time management as it was described in Weinstein so I'm going to focus on this in my next visit and blog about any changes I might have seen.
8:30-8:50
- Morning work and "Do Now" with reading and math as the focus
8:50-9:50
- Content (Social Studies and Science)
9:50-10:50
- READ (with TA)
10:50-11:20
-Recess
11:20-11:45
- Lunch
11:50-12:50
- READ
12:50-1:50
- Specials
1:50-2:50
- Math (with TA)
2:50-3:00
- Dismissal
From our observation today, it was actually hard to really decipher maximizing time for instruction and eliminating distraction because they were doing an activity with the entire 2nd grade. They were asked to line up and go to the cafeteria where Mrs. B would teach them about "scientific observation". We could see the initial routine that Ms. C had implemented for when the children come in. They know that they are to come into class, look at the board to see what their morning task is, and they are to perform the task. It is well understood that Ms. C should only be asked questions after they have inquired the information from their peers. If their peers don't seem to know, then they know it is alright to ask Ms. C. This is a good way to eliminate distractions if Ms. C is talking to another student or if she is just trying to get supplies together for the rest of the day. In addition, there are different tasks to perform and different ways to perform them, so the children are all around the room and that eliminates any distractions from one another. Once they all finished the task and the attendance people brought the attendance to the office, Ms. C gave the students a 2 minute warning to probe them to start cleaning up and warning them that they were going to walk over to the cafeteria for a special lesson. By the time she counted down from 20 seconds, all of the children were lined up at the door. Her warnings provided the children time to start putting their things away so they could promptly move to the next activity.
After entering the cafeteria, Mrs. B had asked for all of the students attention. Once all of the 2nd grade classrooms had entered the room, she started to explain what they would be working on and certain rules they would need to follow during the activity. Once they were all seated and listening, she began to explain what they would be doing. However, it was hard to record exactly how long because part of her hook included another teacher walking in and interrupting the lesson. Mrs. B was planning on teaching them about "scientific observation" and the importance of it. She began the lesson by telling them they weren't supposed to be in the cafeteria. To all of our surprises, another teacher walked into the cafeteria yelling at Mrs. B saying that she needed the space and then stormed out. Some of the children were definitely confused but then Mrs. B had said that she asked for that teacher to come in and she wanted the children to write down as many things as they could about the characteristics of the woman's physical appearance. From here, she continued with the explanation on the importance of scientific observation. The interruption itself was only about 45 seconds but she had them quickly write down observations which took an additional 5 minutes. So in total, including her initial explanation, the interruption, the observation, and a continued explanation, it was about 15 minutes. After they discussed their observations, she had continued with another 5 minutes to give explicit instructions about the task they were about to perform. There were pieces of candy on the table and they were to pick a piece of candy, write down information on the piece of candy using their senses (with a strong emphasis on NOT using their tasting sense). They were to write down what it looked like, any colors, if the wrapper made a certain noise, what the wrapper looked like, etc. They were then to pass their journal to the right. Once they had all received a new journal, they were to read their new journal and guess what piece of candy that person was describing. There were a lot of directions that were incorporated in this lesson, so as you could assume, with a bunch of 2nd graders, there were a lot of hands being raised. One way she eliminated some of the distractions from hundreds of questions was that she had asked them not to raise their hands until she had completely explained everything. In addition, they were not allowed to perform any of the tasks as she said them. They had to listen to the whole set of directions before they could start their observation. In addition, also helping to reduce distractions, the teachers of each of the classes, in addition to Lauren and I, were walking around to answer any individual questions the students had. By the time they were done with the lesson, it was a full hour. It was good to be involved in helping them to perform the tasks and making sure they were following directions but it was harder for us to really get an accurate count of the time that was going by. Again, I don't think this was a great gauge for me to really understand the time management as it was described in Weinstein so I'm going to focus on this in my next visit and blog about any changes I might have seen.
Monday, October 15, 2007
Field Visit 1--October 11th, 2007
Morning Routine
When the children came into the classroom, Ms. C had a SmartBoard set up with instructions of certain tasks they needed to perform before their morning meeting. She had explained to us that she shares the SmartBoard with other teachers, so if she does not have it that day, she would just write the tasks on the board. The morning message starts with a greeting in another language. This particular time was "Guten Tag". She then continued to ask them to fulfill three different tasks. They had to grab their journals and sit at the "u" shaped table where she had 5 lemons sitting on the table. They were asked to write down 3 observations about the lemons. The next task they were asked to perform was to finish making their posters on safety rules for scientists. This was a paired assignment and from the other activities she told Lauren and me about, she likes to get the children paired with different partners to get them familiar and friendly with all of their peers. Their last morning task was to watch a "Brain Pop video" about the scientific method on one of the computers. She had explained that these tasks did not need to be done in any specific order, just go wherever there was room permitting. All of the children had arrived and most were done with their morning tasks around 8:45. The only children who didn't completely finish were those who came from breakfast and had arrived a little later than some of the other children. For the ones that didn't finish, she promised them that they would have time at another point during the day to finish their tasks.
After she gathered everybody together, she had them sit in a circle for their "morning meeting". They started off the meeting by using their newly learned, foreign language greeting to greet their peers to their right and to their left until everybody in the circle was greeted. Ms. C then introduced me and Lauren and gave the children time to ask us questions so that they would feel more comfortable about who we are and why we are there. After we were introduced, she continued by having the child assigned as the "schedule person" to read the day's schedule to the class and they moved on from there.
The Classroom
The classroom was set up in a cooperative learning environment. From the way the desks were arranged, you could tell that Ms. C was encouraging peer to peer learning. When one of the children was having trouble reading the morning message, he didn't even ask Ms. C for help, he immediately asked one of his peers and you could see that is the environment she is aiming to establish. She had 5 groupings of student desks. 2 of the groups had 4 students and the other 2 groups had 5 students for a total of 18 students. She had the "U" shaped table toward the front of the table next to their common meeting area. Around the classroom, she had a lot of things with their names on it including weekly jobs, behavioral things and things of that nature.
Social Studies lesson
For the classes social studies lesson, they had a teacher come in who was part of the gifted education program at their school. The class had been working on different types of maps and she came in to introduce different kinds of maps to them. One of the maps had the countries sized differently depending on their population (for example, the US was the third largest country because we have the 3rd largest population). Another was an upside down map which was described as a map that might be better for people who live in Australia to look at because when the map is upside down, Australia is top and centered. The third map was a butterfly map which had the map just cut differently. And finally, the fourth map had Mecca in the middle and she explained the story of that. From there, each student had to grab their journal and write down observations. Ms. C had written out an example of how to set up their papers so that all the children would have an easier time recording their observations. She had them make 4 rows and number them to correspond with the numbers on the map. After they were all done, they had shared some of their observations and which map they liked the most supported by why they liked it more than the other ones. The visiting teacher then gave stickers to people she felt put in a good effort and explained to them that even if they do not always get the correct answer, they need to work hard, so she rewarded those who she felt worked diligently the whole time.
Classroom Management
Initially, I felt that Ms. C seemed a little harsh, but as more children entered the classroom, I not only understood her tactics but really valued her strategies. She did not want the students to rely on her for anything. If they asked her a question such as "Ms. C, what are we supposed to do?" she would say "I'm not going to answer that, either ask one of your peers or think about what we do every morning." Another behavioral thing I saw that I really thought was great was that at the table where they were to make observations on their lemons, she had taped 5 boxes on the table in front of each chair. This was to symbolize the number of people allowed at the table. This way, she could say "if there is no open box then you shouldn't be at the table". At first, I didn't really understand why she did it but then I realized that kids could easily bring their chair over and then they would have a seat there, but in this case, if they didn't have a box, then they should be working on a different task. Another thing I noticed in the classroom in regard to behavior was on one of their closets. She had little pockets with all the kids names on them. Then she had pink, yellow, blue , red, and orange strips of paper at the bottom with a key of what they meant. Pink was nice work, yellow was a 2 minute time out, blue was a 5 minute time out, red was a call home and orange was a referral. If a child had done something really well, they would get a pink piece of paper in their pocket, and same thing if they did something wrong.
She also strongly encouraged them to solve their own conflicts with each other. One of the little boys, S, came up to her and said that E stole his seat. Instead of walking over and approaching E, she simply said "Well S, did you talk to E about it?". S immediately turned around and they settled it together. I never saw her have to solve a confrontation on her own. All of the students were solving it amongst themselves.
Finally, another thing I had noticed was that when some of the children who had gotten there earlier finished their morning tasks, they quietly took out books and started reading. They did this without a beat which show me that she must have implemented and really stressed certain behaviors so that they never question what they should be doing. Many of the children were completely independent until their morning meeting which I definitely give credit to Ms. C's implementing rules and expectations from the beginning.
When the children came into the classroom, Ms. C had a SmartBoard set up with instructions of certain tasks they needed to perform before their morning meeting. She had explained to us that she shares the SmartBoard with other teachers, so if she does not have it that day, she would just write the tasks on the board. The morning message starts with a greeting in another language. This particular time was "Guten Tag". She then continued to ask them to fulfill three different tasks. They had to grab their journals and sit at the "u" shaped table where she had 5 lemons sitting on the table. They were asked to write down 3 observations about the lemons. The next task they were asked to perform was to finish making their posters on safety rules for scientists. This was a paired assignment and from the other activities she told Lauren and me about, she likes to get the children paired with different partners to get them familiar and friendly with all of their peers. Their last morning task was to watch a "Brain Pop video" about the scientific method on one of the computers. She had explained that these tasks did not need to be done in any specific order, just go wherever there was room permitting. All of the children had arrived and most were done with their morning tasks around 8:45. The only children who didn't completely finish were those who came from breakfast and had arrived a little later than some of the other children. For the ones that didn't finish, she promised them that they would have time at another point during the day to finish their tasks.
After she gathered everybody together, she had them sit in a circle for their "morning meeting". They started off the meeting by using their newly learned, foreign language greeting to greet their peers to their right and to their left until everybody in the circle was greeted. Ms. C then introduced me and Lauren and gave the children time to ask us questions so that they would feel more comfortable about who we are and why we are there. After we were introduced, she continued by having the child assigned as the "schedule person" to read the day's schedule to the class and they moved on from there.
The Classroom
The classroom was set up in a cooperative learning environment. From the way the desks were arranged, you could tell that Ms. C was encouraging peer to peer learning. When one of the children was having trouble reading the morning message, he didn't even ask Ms. C for help, he immediately asked one of his peers and you could see that is the environment she is aiming to establish. She had 5 groupings of student desks. 2 of the groups had 4 students and the other 2 groups had 5 students for a total of 18 students. She had the "U" shaped table toward the front of the table next to their common meeting area. Around the classroom, she had a lot of things with their names on it including weekly jobs, behavioral things and things of that nature.
Social Studies lesson
For the classes social studies lesson, they had a teacher come in who was part of the gifted education program at their school. The class had been working on different types of maps and she came in to introduce different kinds of maps to them. One of the maps had the countries sized differently depending on their population (for example, the US was the third largest country because we have the 3rd largest population). Another was an upside down map which was described as a map that might be better for people who live in Australia to look at because when the map is upside down, Australia is top and centered. The third map was a butterfly map which had the map just cut differently. And finally, the fourth map had Mecca in the middle and she explained the story of that. From there, each student had to grab their journal and write down observations. Ms. C had written out an example of how to set up their papers so that all the children would have an easier time recording their observations. She had them make 4 rows and number them to correspond with the numbers on the map. After they were all done, they had shared some of their observations and which map they liked the most supported by why they liked it more than the other ones. The visiting teacher then gave stickers to people she felt put in a good effort and explained to them that even if they do not always get the correct answer, they need to work hard, so she rewarded those who she felt worked diligently the whole time.
Classroom Management
Initially, I felt that Ms. C seemed a little harsh, but as more children entered the classroom, I not only understood her tactics but really valued her strategies. She did not want the students to rely on her for anything. If they asked her a question such as "Ms. C, what are we supposed to do?" she would say "I'm not going to answer that, either ask one of your peers or think about what we do every morning." Another behavioral thing I saw that I really thought was great was that at the table where they were to make observations on their lemons, she had taped 5 boxes on the table in front of each chair. This was to symbolize the number of people allowed at the table. This way, she could say "if there is no open box then you shouldn't be at the table". At first, I didn't really understand why she did it but then I realized that kids could easily bring their chair over and then they would have a seat there, but in this case, if they didn't have a box, then they should be working on a different task. Another thing I noticed in the classroom in regard to behavior was on one of their closets. She had little pockets with all the kids names on them. Then she had pink, yellow, blue , red, and orange strips of paper at the bottom with a key of what they meant. Pink was nice work, yellow was a 2 minute time out, blue was a 5 minute time out, red was a call home and orange was a referral. If a child had done something really well, they would get a pink piece of paper in their pocket, and same thing if they did something wrong.
She also strongly encouraged them to solve their own conflicts with each other. One of the little boys, S, came up to her and said that E stole his seat. Instead of walking over and approaching E, she simply said "Well S, did you talk to E about it?". S immediately turned around and they settled it together. I never saw her have to solve a confrontation on her own. All of the students were solving it amongst themselves.
Finally, another thing I had noticed was that when some of the children who had gotten there earlier finished their morning tasks, they quietly took out books and started reading. They did this without a beat which show me that she must have implemented and really stressed certain behaviors so that they never question what they should be doing. Many of the children were completely independent until their morning meeting which I definitely give credit to Ms. C's implementing rules and expectations from the beginning.
Saturday, September 1, 2007
autobiography
My name is Nicole Giunta but a strong majority of people call me Nikki. I am from a town called Ramsey located in
I have set many goals for myself as a teacher. Some of them I believe to be a bit fictional and perhaps unrealistic and others to be a great foundation for me to build off of. I have seen movies and read books such as “The Ron Clark Story” and “The Freedom Writers” and have been so deeply moved by them. I would love to be a teacher who will step foot into a classroom and really make a difference in my students’ lives, not only on an academic level but in a personal level as well. I want to be able to provide them with opportunities they might not be offered and I want to teach them on how to handle the opportunities so they can receive all the benefits desired. These movies influenced me to become an inner-city school teacher but then I realized that not all stories end like theirs and what is why they have become books at this point. However, it is still a consideration for me.
Since there is a possibility that I will be teaching students at the beginning of their schooling years, I think it is really important to make it an enjoyable place for them. I want them to be excited to go to school and be excited about learning new things. If I can create a foundation for learning that they enjoy, I can only hope that they will carry that with them for the rest of their lives. I remember having an amazing kindergarten teacher who made everything so fun and after kindergarten I continued to have a few years of great teachers, and I absolutely loved school. I contribute my academic successes to my elementary school teachers for providing me with not only a fun environment, but a great foundation of the basics for me to add on. I want to be the type of teacher that my students will remember when they enter college. I would love to be the type of teacher whose name is written on a blackboard when one of their college professors asks the question “who was your most memorable teacher and why?”.
For me, it is an amazing opportunity to have the chance to sculpt a young mind and see the changes as the year progresses. I live for the days when I can see some of the information click in my students’ heads. I know I am ready to become a teacher and I know after graduating from the University of Virginia and the Curry School of Education, I will have all I need to be as successful as I have always dreamt of becoming. I am ready for all the negatives (frustrations, extra time, failures) and the positives (the children!) and I know that this is going to be one of the best choices I have made for myself. I am so glad that I am following down this path because I truly cannot see myself becoming anything but a teacher!
Subscribe to:
Posts (Atom)
