The Boy of the Three-Year Nap

      There are several children's books that include beautiful illustrations and challenging text. However, one book in particular, The Boy of the Three-Year Nap, written by Dianne Snyder contains a meaningful story line.
      This story takes place on the banks of the river Nagara where a poor widow and her son, Taro, lived. The Widow’s occupation involved sewing silk kimonos for rich woman who lived in the town. While Taro’s mother worked all day, he lounged around and was very lazy. When Taro would nap, he would sleep for long periods of time. He gained his nickname, “The Boy of the Three-Year Nap”, due to his laziness. When Taro was nearly grown, a rich merchant moved to town and built an exquisite mansion. The merchant had a wife and a daughter who wore elegant kimonos. During Taro’s naps, he would observe the merchant’s property and wished that he could live the same life. Taro still remained lazy, and his mother strongly encouraged him to work for the rich merchant. Taro had a plan to become a priest, and he asked his mother to sew him a black kimono. Taro disguised himself as the ujugami and ordered to the merchant that it was time he marry off his daughter. Disguised as ujugami, Taro demanded that the merchant’s daughter should marry him. The merchant begged the ujugami to provide his daughter with a husband that was anyone else but the lazy Taro. However, ujugami threatened the merchant that if his daughter didn’t marry Taro, he would turn her into a cold clay pot. The next day, the merchant approached Taro’s mother and described what happened.  Taro’s mother stated that her house was much too poor for the daughter to live in with her son, so the merchant paid for Taro’s house to be rebuilt. Just as Taro thought that he wouldn’t have to work, the merchant assigned his to maintain his storehouse, which wasn’t a part of Taro’s plan. Taro’s marriage to the merchant’s daughter was successful. Taro became a working man, and everyone stopped referring to him as “The Boy of the Three-Year Nap.”
                                                             

      As a future teacher, I want to incorporate this book into one of my lessons. The moral of the story teaches children that lying to others doesn't get you what you want. Instead, lying usually leads to even more disappointment. This is expressed through Taro, as he assumed that he wouldn't have to work if he became married to the merchant's daughter. However, Taro was sadly mistaken when he had to take over the merchant's storehouse. 
     Furthermore, this story contained several images that expressed the character's and their emotions. Allen Say, the illustrator of this book, performed excellent work. He truly was able to express each character and their different emotions as the story progressed. I think it is important for children's books to contain illustrations so that children can create a clearer picture of the story. 

How Should Schools Address Emotional Education?

   

          As a future teacher, I strongly believe that Emotional Education should be addressed. Emotional Education should be addressed in schools due to differences in each student. Each student has different emotional needs. Furthermore, both genders have different emotional needs. For example, "According to Eisenberg et. al., “For instance, boys show

 more anger than girls beginning in the preschool years, and girls more often report feeling sad, fearful, and guilty beginning in the elementary grades" (McDevitt & Ormrod 424).  Both boys and girls handle stressful situations with different reactions. As a future teacher, I think is it important to be educated on the different reactions students have. For example, in previous fieldwork, I observed a small group of four students. A young boy and girl were arguing over who would write on the white sheet of paper. The girl grabbed the maker first, and she began to write on the white sheet of paper. Then, the boy ripped the marker out of her hand. The boy had a hard time understanding why he was wrong for grabbing the maker out of the girl's hand, and the girl quickly became upset. In situations similar to this one, it is important to understand the solutions that would resolve this problem between the boy and the girl. 

      Furthermore, as a future teacher, I think it is important to get to know my students. I need to know how each individual student reacts to certain situations. For example, in previous field work, I noticed that some students were more sensitive to certain situations than others. Also, some students were aggressive towards other students. I want to get to know my students and their reactions so that I can develop the best approach to help solve any emotional issue. If I approach a sensitive student sternly, instead of soft spoken, then I could potentially make the situation worse. To continue this point, I think it is important to understand each student's home life. There may be outside factors that are contributing to the child's behavior within the classroom. I need to gain some kind of awareness of each student's background and home life. This will also help me to decide the best way to approach each student's emotional needs. 

     Emotional needs are important to address. Each student is different and it is important for the teacher to be aware of that. In my future classroom, I want to address emotional education weekly. I think it is important for students to feel comfortable with their own emotions. Furthermore, students need to be aware of their peer's emotions. Students should be able to express themselves. It is important for me to make my student feel as if they can come to me with any emotional needs. 

Folk Literature: Is it beneficial towards student's learning?

         Folk literature is beneficial to children for several reasons. According to an article written by Young et al., “Folk literature introduces students to many cultures, and it quickly becomes apparent that virtues such as honesty, hard work, mercy, and forgiveness, gratitude, kindness, and learning are honored across cultures.” Folk literature covers a wide variety of topics that are beneficial for children to learn about. These topics teach children to become self aware, and aware of other’s values and beliefs. As a future teacher, I would like to include several folk literature books within my lessons. On top of teaching children self awareness and different values/beliefs, these books also teach children good morals. For example, Turtle’s Race with the Beaver teaches children how to share. When the Turtle beats Beaver in a race, Beaver rethinks his selfish behaviors and learns how to share the pond with the turtle.

            Furthermore, folk literature books create great discussions within the classroom. Folk literature books encourages students to make predictions, identify the moral of the story, and helps children to understand language, such as in the nursery rhyme, Mother Goose. As a future teacher, I know that it is important to incorporate meaningful books into my lesson plans. A typical lesson would consist of reading one book to the students. As I read, I would pause and ask the students to predict, identify any changes within the characters, and to prepare for discussion. After the book is read, I would use the remaining time to have a classroom discussion. The discussion would include any of the student’s thoughts, comparison of predictions, lessons that were taught, and so on. I think folk literature is one of the best genres to teach students. 

A Very Hungry Caterpillar

      As a child, I loved playing outside on my favorite swing set and looking at the nature that surrounded me. I was fascinated by butterflies, in particular, Monarchs. In first grade, my class completed a science project in which we watched the transformation of a caterpillar into a butterfly. I was so intrigued by the transformation, that I created an interest in caterpillars.
      Due to my fascinations with caterpillars and their transformation, I fell in love with the picture book, A Very Hungry Caterpillar. The colorful images and story line caught my attention from the beginning. I was interested in the hungry caterpillar's large appetite, and his transformation. In this book, the images are full of color. From the different fruits that the caterpillar ate, to his beautiful shades within his wings, the book is filled with color. This book inspired me to keep my interest in science.
      A Very Hungry Caterpillar touched my life because it encouraged me to continue my interest in science and the development of nature. Through elementary school, middle school, and high school, I loved to participate in extracurricular activities that involved science. In particular, this book relates to a middle school science project that I completed about the transformation of a caterpillar into a butterfly. I had to complete a detailed poster that included factual information about caterpillars. In my presentation, I made several references to A Very Hungry Caterpillar. Furthermore, today, I still enjoy looking back at this book. As a future teacher, I would love to incorporate this book into my lesson plans. I hope that my students enjoy this book as much as I do.

Original Piece of Poetry

     There are several aspects of poetry that help a child increase their ability to write at an appropriate level. These aspects include: structure of writing, sounds, use of consonants and vowels, alliteration, assonance, and so on. Furthermore, poetry is a great tool for children to use to express their emotions. In Elementary School, I began to write poetry and I enjoyed the process. Today, as a junior in college, I still write several pieces of poetry. As a future teacher, I want to strongly encourage my students to express their emotions through poetry. Below is an original piece of writing that I completed in college. 

Yellow

It’s seen on the neck and chest

On a Rufous-capped Warbler

As it soars over the anhydrous crops

On a summer day in Tucson,

Where the Warbler grasps

Onto a stranded corn cob

With dried kernels,

Exposed from its husk leaves,

 And continues to fly above

 A bed of vibrant sunflowers,

Swaying back and forth

In the afternoon’s breeze,

But quickly changes its path

 To avoid

The yellow raised ranch

Surrounded—

In furious flames.

Why do I read? What do I read?

     Why do I read?

     I try to ask myself that question, and only supply one answer. However, I've had so many positive experiences with reading that I just can't provide one simple response. In grade school, I was crazy about reading. I had so many positive experiences that encouraged me to read on my spare time. For example, in elementary school, every Friday my mother would visit for "Fun Friday Reading." I can still remember that I would look forward to every Friday afternoon for reading. I was allowed to curl up in a corner, and whisper to my Mother as I read. Also, my teachers filled the classroom with several age appropriate novels that drew my attention. I would love to read Goosebumps, The Magic Tree House, and several mystery novels. All of these novels attracted my attention. I enjoyed reading because it was exciting and unpredictable. My favorite genre was and still is mystery, because there is always a turn in events. 

     Currently, as a college junior, I still enjoy to read on my spare time. However, my reasons for reading differ from my reasons from my childhood. For example, now I enjoy reading because I like to learn new vocabulary. As humans, I do believe that we are "sponges," and I believe that we should absorb as much knowledge as humanly possible. Reading not only allows me to extend my vocabulary, but it has also improved my grammar and pronunciation. For me, reading is relaxing and educational at the same time. So, I thoroughly enjoy it in my spare time, and I constantly encourage my peers to read as well.

     What do I read?

     Well, typically I enjoy reading any novel that falls in the genre of mystery. I typically enjoy the genre of mystery because the events are always unpredictable. I find myself more intrigued and determined to solve the "crime" in a novel. Some of my favorite mystery novels include Eye of the Needle by Ken Follett, and The Choirboys by Joseph Wambaugh. These novels absolutely blew my mind away. I read both books in a span of four days. I couldn't help myself.

      Also, I do enjoy reading historical novels. One of our greatest senses as humans is the ability to see. I enjoy viewing old photographs that relate to a person's history. These photographs could range from sixty years ago to two hundred years ago. Furthermore, I enjoy pictures of famous historical leaders that have had an impact on our society, such as President Abe Lincoln. I find many historical novels that include pictures of these figures. I find it so fascinating to not only view these historical images, but also read about these images. Overall, reading is one of my favorite hobbies. As a future teacher, I will strongly encourage my students to read on their spare time, and to enjoy reading as much as I do.

Picture Books Contribute to a Child's Learning

     Currently, in EDU 307, our class is working on a paper and a short story for Reader's workshop. One of categories, in which we can write our stories in relation to, are picture books. Pictures books are a great way for students to develop social study concepts. An article written by Pamela J. Farris and Carol J. Fuhler, "Developing social studies concepts through picture books," explains how picture books are important to a child's learning. Unfortunately, picture books are relied on for teachers who have a classroom of young students. Picture books typically aren't use for older children. However, picture books can easily help a child develop social study concepts.
     Images are useful for young children's education because they are able to picture the scenario in their own minds. The article states, "First, they can add depth to a specific topic by providing detailed information that is often missing from textbooks." Picture books allow children to explore their imaginations. When they are able to see images, they are able to gain a better knowledge of an event, instead of just reading about that event in a text book.
 Furthermore, the article states, "Second, picture books also lend themselves to presenting sometimes difficult or sensitive concepts to children in a palatable manner." For example, a book about a man who was enslaved, can be easily presented to children. Along with addressing slavery, picture books can create images of characters, settings, and even inventions that were created by men such as Elijah McCoy. This way, the students are being educated on all aspects of a person's life in an educational and interesting manner.

     This article contains several other points that highlight the importance of using picture books when teaching. In my own classroom, I would definitely include picture books for my students to use. During at least one literacy block per week, I would have my students only choose from picture books. I think picture books are important to a student's learning because these books use images to represent text. Also, I think that picture books help students explore their imaginations. Overall, picture books should be included in every teacher's classroom to help children learn.
   

What is Literacy to a Preschooler?

     An interesting article written by John T. Guthrie, "Preschool literacy learning," fascinated me for many reasons. After reading this article, I realized that at young ages, children are able to identify certain aspects of literacy. By the time that many children reach first grade, they are able to make the connection between a book and its use for reading. Guthrie states, "One-half or more of these preschool children knew that 'a book is to read.'" As I reader further on in this article, I was fascinated to learn that the majority of these children were able to identify the front of the book, and some of the children were able to identify pictures in the book. Where do these capabilities come from? I asked the same question, and just had to read on....

     Catherine Snow wrote in the Harvard Educational Review, reported a study of a child between the age of 18 and 36 months. It was interesting to read about Snow's report because she stated several connections between different aspects of a child's learning. Guthrie states, "Snow's thesis was that learning to speak and learning to read at home have significant parallels." Just like the ability to speak, the ability to read is a process that needs to be learned. Guthrie's article goes on to explain more of Snow's interesting facts. There are several ways to teach a child important aspects of literacy. As proven, a young child is capable of understanding what a book is, what it is used for, and the different parts of the book, such as the front, back, and page. 
     I enjoyed reading this article because it stated several key terms. As a future teacher, I think it is important to become familiar with this vocabulary. For example, I wanted to recognize an important term in which Snow uses to defend her report, semantic contingency. The article states, "Drawn from language acquisition research, the term semantic contingency refers to the occurrence in which the adult continues a topic introduced by the child, or adds new information to a statement made by the child, or answers questions posed by the child." So, in reality, it is important for a parent to further develop their child's knowledge on literacy. For example, if a child identifies that there are two separate pages of a book, it is important to show the child that if they flip the page, there just so happens to be more pages of that book. It's little actions, such as the example I just stated, that can further develop a young child's basic understanding of literacy. As a future teacher, I think it is important for children to learn about literacy at a young age. Most importantly, literacy will always be incorporated into the student's learning. So, why not encourage this knowledge of literacy from a young age?

Isolate Each Component of Literacy

     In order for students to become exceptional learners in both reading and writing, the learning process needs to be divided into several parts. It is important for students to learn literacy, in which daily lessons are focused. This way, students can take each component of literacy and develop clear connections to each other. In relation to Debbie Rickards and Shirl Hawes' article, "Connecting Reading and Writing Through Author's Craft" discusses, "Classroom teachers can link the isolated components of balanced literacy by helping students make focused connections in reading and writing through out the day" (370). As a future teacher, I think it's important to develop lessons that have specific objectives and goals. Furthermore, I think it's important for lessons to connect and relate to one another. Learning how to become a better reader and writer is a step by step process. In previous fieldwork, I noticed that students became more distracted during  the literacy block when they were overwhelmed with tasks. However, when the students were asked to do one specific assignment, such as to underline the main ideas in a story, they were focused and able to complete the work.
     Rickards and Hawes' article states four points in relation to the focus on one strategy across literacy components. The four points are:

• set a purpose for listening and reading;
• use exemplar texts to affect specific parts of their own writing;
• begin to read like writers; and
• realize that certain concepts are in the repertoire of all good writers. 

     This article includes several in-class activities that could help break down the components of literacy so that students can gain a better understanding. One example from this article included Ms. Tran's lesson, in which the students worked together to replace verbs to fix the way a character sounds in the story. The students located the verbs, and developed ideas together as a class. For example, Ms. Tran demonstrated to her students that a character's sound could be expressed by replacing the verb "said" with "shouted." As a future teacher, I find small lessons such as Ms. Tran's to be effective. Even as a current college student, it is easier for me to store knowledge when lectures are broken down, and each lesson can be connected to the overall topic. I would like to incorporate mini-lessons or focused lessons into my classroom's literacy block. I want my students to become better readers and writers, and to enjoy the process of reading and writing. I personally believe that focused lessons that connect to literacy as a whole is the most effective way to go.

Classroom Management

     There are several factors that contribute to classroom management. In particular, organization is the key to a successful classroom. I believe that organization is highly important in any educational atmosphere. A classroom can quickly become chaotic if there is an absence of structure. I would like to organize my classroom in a similar manner that related to a classroom that I previous completed fieldwork in. This classroom contained organization and structure for almost every classroom activity. For example, the teacher followed a strict time limit, and consistently notified her students of the day's continuous schedule. For example, she made a large chart that listed the times of the day, and the activities that would be completed during that time. This way, students were fully aware of what subject area that would transition into. Also, this keeps the students on task, because they are fully aware of what work/activities need to be completed at that time. Furthermore, the teacher made a poster that listed all of the tasks that need to be completed at the end of the day. The end of the day poster reminded students of their obligations, and for the most part, prevented chaos from developing.

     In relation to classroom management, I think it's important to also incorporate a sense of responsibility within my classroom. Responsibility needs to be instilled in students because it will benefit them in the future. My previous fieldwork teacher used several strategies to incorporate responsibility into the classroom. In particular, she came up with a clever idea to assign classroom jobs to each student. The teacher used small, laminated shapes that were labeled with a task such as "paper passer" and "homework collector." The teacher wrote each of her student's names on each of the shapes, and everyday the students had a new job. I think it's important for students to have a sense of responsibility because it creates a community within the classroom.

     Finally, I think the most important idea that I have in relation to classroom management is to incorporate activities into the classroom that make it feel like a community. In EDU 414, the required text book, Child Development and Education, McDevitt and Ormrod discuss the idea having the classroom be a "community of learners." The text states, In one model, children form a community of learners, a classroom arrangement in which students help one another to achieve a common learning goal" (572). Treating the classroom similar to a community encourages participation, socializing, and comfort ability for the students. I want my students to connect to one another and be able to successfully work with one another in groups. Overall, I think that these three main aspects are most important in my future classroom.

Writing About Writing

     Chapter three in Grove's book, 'Why Would Anyone Ever Want to Write?', contained some interesting and truthful information in relation to students and the development of writing. This chapter highlighted the importance of instilling writing skills early within a child's education. Also, this chapter discussed the importance of making writing fun and a non-stressful experience for students. The goal is to encourage students to perform writing, rather than feel like writing is, "a sweaty business." Writing can/is a scary experience to new students. It's important to me, as a future teacher, for my students to feel comfortable within their own learning environment. I want to help my students develop writing skills at an early age, and I want my students to leave my classroom with a feeling of accomplishment in relation to the ability to write.
     Chapter three listed several strategies that could improve student's writing skills. Some of these in-classroom activities included, writing a letter to a family member, writing about their day, recording their thoughts in a journal, and even writing about the atmosphere that surrounds them. I wanted to give recognition to this part of the chapter because it provided several fun and easy activities that could encourage student writing. Also, I was able to picture my own classroom, and think about which of these activities I would include. I have concluded that I would like to use each of the activities that I have listed from the text. For example, writing a letter to a family member is a phenomenal idea. Not only does it encourage student writing, it's sentimental, it develops structure for letter writing, and it sure does beat writing a uninteresting prompt. Furthermore, even recording their thoughts into a journal is sentimental. It allows the students to connect with their emotions, and to write their feelings down on a piece of paper. I think that it is important for my future students to understand that writing is meaningful and useful in several ways. It should be performed in every day life.
    As for the classroom structure, I think it's important to include writing in several subject areas other than in Language Arts. For example, the students should be given activities in science and math, in which they have to describe data. This also practices writing skills. When I was in Elementary School, I remember that my teachers gave me several assignments that linked to writing in one way or another. By doing this, it practices repetition with writing. It reminds me of a child learning how to ride a bike. When a child begins to ride a bike, the first few times they tend to fall off the bike. However, with consistent practice, the child is able to ride a bike without falling off. That's similar to the develop of writing skills. If a child continues to have in-classroom activities that involve writing, they are more likely to lose that fear that has been instilled, and will be more likely to enjoy it. Overall, writing skills are important to a student's learning. Students should always be encouraged to write, even if it's as simple as writing a reflection of their day.

   

Collaborative Learning: Does it support literacy within the classroom?

Collaborative learning is effective and supportive towards learning literacy skills. In previous fieldwork experiences, I have noticed that students enjoy working with others in small groups on the same activity. In particular, I used to observe and help small reading groups during the afternoon literacy block. I observed that the students enjoyed working with each other because they were able to share and compare their opinions, as well as help each other complete certain tasks. If a student was struggling with pronouncing a word, then another student would help by sounding out the word. Also, several times I observed students who had different interpretations of the readings. For example, from my fieldwork that I completed last semester, the students were reading 'The Three Little Pigs'. One student stated that she thought the first pig had died, and another student corrected her, and together they both looked back in the text. The other student explained to his group member that the first pig simply ran to another pig's house. The student was then able to understand the correct concept on the story. 
Furthermore, collaborative learning supports literacy because each student is motivated to complete their work. In other words, collaborative learning encourages socializing with other students, and provides the students with a sense of responsibility. I have found in previous fieldwork that students enjoy completing their work when every person is assigned a role, and they have the opportunity to work together. It develops a sense of leadership and responsibility. Also, some students are stronger in some aspects of literacy than others. Most times, student to student communication can clarify any confusion about literacy, such as the way a story was comprehended. Collaborative learning encourages the students to work together to complete activities.
Overall, I think collaborative learning is effective, and does indeed support literacy skills. There are several aspects of literacy that a teacher needs to focus on within the the literacy block. Having students work with others is an easier and more effective approach to learn this subject matter. As a future teacher, I certainly plan on including collaborative learning in several content areas, and especially include it in literacy. 

(Unfortunately, I couldn't incorporate text from the article, sense we weren't able to cover this information during class due to the snow storm.) 

Reader's Workshop: How Can I Help my Students Become Brighter Readers?

In class earlier today, I watched an informative and interesting video that displayed a successful example of reader's workshop. In order to perform a successful workshop, teachers need to be prepared and students need to be engaged. I envision my reader's workshop within my classroom as a future teacher. I would like to involve several visuals for the students. For example, if the mini-lesson is related to sequencing, which we used as an example today in class, I would like to have a poster that is dedicated to transitioning words. Also, I would like to use clear text for all of the students to see. In the video, a enlarge book was used in order for the model teacher to underline and highlight important aspects of the book, which seemed to really catch the student's attention. Furthermore, I think the strategy, "think aloud" is effective for a teacher to model during the modeling stage. After today's lecture, I understand that it can be difficult to make a smooth transition from explicit to modeling to guided practice to independent practice. As a student, it is my job to gain knowledge from my literacy education class in order to master these skills. As a future teacher, a large role that I have is to make learning understandable and effective. I want to use all of my materials and tools to model and guide proper reading skills effectively. Also, I believe that reader's workshop should include differentiation. Each student is an individual, with individual learning needs. Differentiation is important during Reader's workshop because it allows the teacher and student to connect. It reassures the teacher that the student is understanding the material, and that the mini-lesson was a success. In general, my role in Reader's workshop is highly important. I need to provide guidance during all aspects of a mini-lesson. Also, I need to focus on the "what-to-do" after the mini-lesson, and tie the Reader's workshop into application, reading, and conferring. I've realized that there are several pieces that are apart of the Reader's workshop. All of these pieces need to connect in order for the students to become successful readers.

How Many Candies Are In the Jar?

I have several memories in relation to family and school. One memory, in particular, is so clear, it's as if it happened yesterday. In the beginning of the year, my second grade class began to learn was an estimation was. We would have worksheets that contained pictures of jars, buckets, and bowls filled with several objects such as marbles, M&M's and so on. My elementary school was hosting an open house, and my second grade teacher made our work come to life. She brought in a large jar that contained several pieces of candy. Each student, with the help of a parent, was allowed to make once guess in regards to how many candies were in the jar. My father and I were together at this open house, and decided to give it a shot. My dad asked me, "Well, Lauren, how many pieces of candy do you think are in the jar?" I replied, "A whole lot, Dad." We worked together and tried to brainstorm how many candies were in the jar. My Dad told me to not attempt to count all of the candies, because that's cheating, and the whole point of this game was to make an estimation. I studied the jar for the time I was allowed, and my Dad asked what my thoughts were. I guessed 85, and my Dad guess 59. So we both decided to meet somewhere in the middle, and we decided to guess 64. I placed my guess into the bucket, and wished that my Dad and I would win. The next day, my teacher announced that there was a winner for the jar estimation contest.  Now, when I was in Elementary School, I believed that I had the worst luck. I felt like I never won small classroom competitions, or even games at recess. So, I already assumed that the winner couldn't possibly be me. My teacher announced that I was the winner of the contest, and I could take the jar filled with candy home. I still remember that I shot up from my seat and was overjoyed that I had finally won something. I waited for my Dad to come home from work that night, and I showed him the jar filled with candies. My Dad said something along the lines of, "Wow, we make a pretty good team. Right on the dot." That memory between my Dad and I in relation to school will forever hold a special place in my heart. 

Kindergarten vs. Third Grade

As a blog discussion of my choice, I want to reflect on my field work that I completed previous to this semester. For my EDU classes last semester, I was required to complete twenty hours in a Kindergarten classroom, and twenty hours in a third grade classroom. I knew from previous knowledge that these two age groups would differ in several areas. My experience in both of these classes with a difference in age was quite educational. In particular, I realized that the attention span of a five year old is quite shorter than the attention span of an eight year old.
 I had to complete two, full lessons within the Kindergarten classroom, and I had to remind myself to limit my time. I noticed that Kindergarten students need to constantly move around and perform new, spontaneous activities in order to stay focused. For example, one of my lessons required me to read a book, and discuss parts of the book with the class. I was able to keep the class focused by consistently asking each student questions, dramatizing my voice, and allowing the students to ask questions that suddenly came to their minds. Once I started to notice that some of the students were becoming "antsy" I decided to add on a new activity to the book reading. The book I read, Sweet Little Potato, contained several characters that were vegetables in a garden. So, I decided to make copies of the main character, Sweet, Little Potato, and allowed the students to individually draw and make designs on their own worksheets. After the students completed their drawing, each student shared their drawing to the class. In conclusion, I realized that these young children can't sit for long. It is important to consistently keep them entertained and on track so that they are successful and learn.
During my fieldwork within a classroom filled with third graders, I realized that these students had a longer attention span. Working in small groups with these students, I realized that these third graders enjoyed projects, and activities that consisted of several parts. For example, students were placed into groups to work on a science project. These students had to grow their own plant, study it, and use their knowledge of data to record any physical changes within the plant over a span of two weeks. I watched these students work together in groups, and the majority of students stayed focused during the block of time that was dedicated to this project. Overall, I have learned that age is a factor that needs to be considered during lesson planning.

Spring, 2013: A New Semester, New Classes, New Knowledge

I can't believe I have started the spring semester of my junior year of college. Where did the time go? This past winter break was short, but I was excited to return back to school. I look forward to new classes, familiar faces, and eventually warm weather. Academically, this year has been a challenge, but I was able to achieve my goal of being announced to the Dean's List for Fall, 2012. Hopefully I will be able to achieve this goal again this semester. 
So far, my classes have been interesting, and I'm looking forward to learning new information. In particular, EDU 414 is my first hybrid course at Southern Connecticut State University. I'm looking forward to this class due to its large involvement of technology. As a future teacher, it is important for me to understand technology. Everyday, a new invention is being developed. Computers are functioning faster, touch screen gadgets are evolving, and most important, children are learning with these new devices. As a future teacher, it is my responsibility to keep up with the latest technology. I need to think of ways I can incorporate lessons and activities with computers and Smart Boards to make learning enjoyable and fun. Furthermore, the internet contains several helpful websites that can help me develop successful lesson plans to teach in my profession. Technology has and still is changing the world. As a future teacher, it is important for me to use all of the tools I'm provided with.
I'm looking forward to this semester, and I will work hard to continue my knowledge within the Education field.

My Language Arts Memory

I have several memories of Language Arts that have helped me write and read successfully. However, one memory, in particular, is very vivid in my mind. In six grade, my Language Arts teacher made reading and writing entertaining and exciting. For example, instead of just learning vocabulary from the texts, my teacher created competitive games that allowed the students to participate, and learn new information in an enjoyable way. I remember the struggle that I and many of my classmates had in relation to the proper use of "its" and "it's", as well as when to use "is" and "are". After a few days of review for these words and learning the proper use for each, my teacher developed a game called, "Do You Want to Be a Grammar Star?" This game was very similar to the popular game show, "Who Wants To Be a Millionaire?" Also, the class was split into two teams and each team was mixed evenly. Each team would work together to answer questions about the particular words we have studied. So, for example, a question was, What form of "it" is used in this sentence, "The beetle was an interesting shade of blue.    x     color was eye-catching." Each team worked together to come up with the answer, and once a minute, or sometimes half a minute of time expired, we would have to present our white boards. Furthermore, before our teacher would give us the correct answer, one representative of the team had to thoroughly explain their answer. I vividly remember this memory because the game was enjoyable, my classmates and I practiced team work, and since that experience I have never struggled with deciding which form or word to use in my writing. My teacher was successful in teaching me grammar. Also, I have enjoyed reading and writing, and I'm successful when completing it. As a future teacher, I would like to use my own experiences and memories as a student to develop learning that is fun and enjoyable for my students.