My Supports

When I think about support I not only think of family, but also friends, co-workers, and technology devices. Support includes both the physical and emotional components.  My family and friends provide me with support by helping me take care of things such as moving into a new home, and a caring heart that keeps me motivated.  My co-workers provide me with support physically by helping me in certain tasks such as bulletin board decorating, and data analysis. They also provide me with a sense of emotional support that is not easily recognized, but rather something I feel as they provide feedback, encouraging words, and suggestions. It is a reminder that my co-workers recognize my goal as a teacher and are helping me to reach those goals. While it may sound funny, technology devices are a huge support in my life. With support being something that helps you each and every day I have come to realize that without computers, cell phones, educational videos, ect I would face many challenges both in the classroom and in my home. Meeting deadlines would me impossible for me without my cell phone reminder. Being without one of these support systems would really impact by ability to complete my daily tasks or remain strong and focused when things get tough.  This past weekend I ran the St. Jude half marathon (the children’s research hospital my brother attended before he lost his battle to cancer). As you can imagine this was a tough run for me both physically as well as emotionally.  Many of my supports were there physically to cheer me on as well in spirit through encouraging signs set up along the way. I think of how difficult this would have been without my supports cheering me on, hugging me as I crossed the finish line and even those that were there as I ran and cried through the hospital campus. I honestly do not think I would have made it across the finish line. Just as my supports helped me cross the finish line at the race, they also help me cross the finish line in many other goals I have set for myself, as well as daily responsibilities I have.

When thinking about a challenge where I would need the support of my family and friends I thought about my life without the ability to see. I love spending time in nature, reading, watching movies, and writing. I think not having the ability to see would really make these activities challenging. I would need my family to support me as I learned new ways to get around on a daily basis, such as them driving for me, learning to read Braille, and use other senses to learn about my environment.  I would also need their encouraging words as I worked through these challenges. I simply can not imagine having such a challenge and not having the support of my family, friends, and co-workers. I would not be able to enjoy many of the activities I currently enjoy without them helping me get around and encourage me as I began to read and journey life in a new way.

My Connections to Play

Quotes for Play

Creative play is like a spring that bubbles up deep within a child. Joan Almon

It is in play, and only in play, that the individual child or adult is able to be creative and to use the whole personality, and it is only in being creative that the individual discovers the self. D.W. Winncott

A partially wooded area filled with sticks, leaves, trees, and many other “hidden treasures” would be an excellent place to let your imagination soar. It is here that you can be anything. As the youngest and only girl of four children, finding someone to play ball with was never a problem. We would not always play the structured sports game, but create our own; make our own rules.

Support for play
Growing up in such a large family there was always someone to play with. My mother encouraged free play. She would often join in on the silly, creative forms of play our imagination desired. Whether it was thinking of the woods as a journey to finding treasure, playing princess (yes, my brothers played princess with me), or it was creating forts the size of our living room.  While I never thought about it then, these were all ways my parents supported play as a learning opportunity. It was a chance to develop our problem solving skills, cognitive, and motor skills.  One similarity I see between play when I was a child and play is the amount of enjoyment children get from it. However, the difference is the amount of play we see. While many of the same materials we used for play still exist, we often are not seeing them used. Imagination is quickly becoming an unknown concept. Video games, Internet, television, and other electronic equipment are taking away the very powerful learning opportunities free play provided.  While I do not feel all of these new, popular toys are bad, I do feel it is eliminating an outstanding opportunity to children to think on another level and use more cognitive thinking skills than these new toys are requiring. My hope is that as time goes on, the desire for electronic games would decrease and the desire to explore nature’s learning environment would increase. By embracing the imagination and creative play, we may find that the mastery of academic skills we are pushing will become quiet easier, for Almon (2002) does tell us that a link exists between play and learning.  We don’t often think about adults and play together, but play does have an impact on us as adults. Play provides the foundation on which we build all other knowledge and skills. It is one of the first learning opportunities we have to “think outside of the box”; something we all do as adults.

Relationship Reflection

The positive relationships I have are my steady ground in life. Each of them provides me with various types of support and guidance. I have heard so many mention their mother as their best friend, but both my mother and father fill that position. They provide positive guidance ans support in the many challenges I face being a teacher whether it is simply by listening to me "vent" about my day, or by coming over and helping me with whatever task I may have. I feel this relationship is built on love. The second relationship is with my significant other, John. This relationship was built from friendship, respect, and love. Through all the changes we have encountered since we met, I have had him as a rock in my life. He truly cares about my well-being and is extremely supportive of the many journeys I embark regardless of how challenging they may seem.

These relationships remain positive and strong because I feel each of us takes the time to "maintain" them.  A positive relationship is not a one way street, but requires both sides to remain positive and strong. While each of these relationships provide me with many things, I also try my best to show how much I care, and support them as well.  I feel this often is a challenge and can lead to many failed partnerships/relationships. We must ensure that we take the time to keep these relationships strong.

I find that these relationships directly correlate with my ability to be an effective educator. These relationships provide me with support in developing ideas and activities that can be effective teaching strategies with my students.It is these relationships that motivate me and often remind me of my passion for working with children ( especially when times are hard).  Knowing how important relationships are, I strive to develop positive relationships with parents and children that can help me be more effective and provide the best for my students.

Quotes on Education

I close my eyes And I can visualize Things that may never be. Unless, of course, I take my dreams ... And turn them into reality. Sometime in the future, Someone may ask me, "Who taught you your values, Your skills, your determination?" And I will reply, "The same person who opened Locked doors without the key, Portals in my imagination, Windows in my mind, Holes in my seriousness. "A teacher taught me." Michelle Kao This quote sits in a picture frame in my classroom at my desk. I remind myself every day to strive to be that teacher. "Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants." -- John Gardner "It is not what is poured into a student that counts but what is planted." -Linda Conway I find this photo very fitting as well for how I currently feel towards education. While it may be hard to read, the students were each asked to write a singular noun in the plural form, then use it in a sentence, and draw a picture. Watching this child work on his assignment was exciting. He selected his word and then asked if he could go to our math center to get our connecting cubes. Of course I said yes out of curiosity as how this related to the assignment. I watched him count out connecting cubes, write a story problem and addition sentence ( our math lesson from the week).  With this in mind, I feel a true learning experience is not simply going through the motions of each lesson and answering questions correctly, but applying what you already know and integrating different subjects and topics together through your exploration of learning.  It is that small yet big learning moment, that motivates me.

The world of testing

Each day as a teacher we are committed to teaching the “whole child.” However, hidden within all of that, teachers, administrators, and even the students become stressed about the testing. In Tennessee’s case this is called the TCAP (Tennessee Comprehensive Assessment Program). Take a step into a 3^rd-8^th grade classroom around the end of March. There is a very different feeling that lingers in the air. Teachers are often reviewing previous skills as refreshers in mass quantities. While these scores have always been very important, as of this year these scores play a factor in the evaluations of the teacher each year. The scores are directly correlated with how well the teacher taught the material. I feel that if we are committed to teach the “whole child” then this should also be applied to the assessment types we use on our children. The form of testing we are currently using does not promote teaching the whole child. While the TCAP is not the form of testing used for students below 3^rd grade, the lower grades also have a form of assessment used. Many of my students struggle to read words they have never been exposed to which in turn impacts their answers. This is not an accurate way to assess if they know the content. They may have known the answer, but the new word confused them.

            I do think it is important to monitor where your students are in their learning because we can use that information to meet the students’ needs. However, the use of scores to impact teacher evaluations and student’s grades does not follow our mission to meet the whole child. These tests put a great deal of stress on the children, and are asking quiet a lot of a small 7 year- old. I do not know many people who are able to sit in front of a book completely quiet and on task for multiple hours.

            China took part in a new standardized test in 2010 called the Program of International Students Assessment. This test showed that students in China are doing best in Reading, Writing, and Math. While this is the first year with this form of test, there is also a form of test in China that many students prepare for even at a young age. This test known as the gaokao is a multi-day assessment used to determine if a student enters college. A principal in a school in China even mentions that the gaokao is all about straight forward, memorized answers. Creativity, deep, different answers get you no where in this test, whereas the memorized answers get you into the good universities. After the PISA test many principals in China are realizing a need for educational reform to stray away from the memorized answers.  After reading about the educational testing in China, I consider the pressure many of these students must be under. To think that one test is the only thing that determines if they go to college would truly stress me out throughout school. What if you were not a good test taking? What if you learned from oral assessments better?

Resource: Chinese Top in Test, but Educators call for Reform  http://www.npr.org/2010/12/29/132416889/chinese-top-in-tests-but-still-have-lots-to-learn

Noise Pollution and Its Impact on Children

“With the modern world so dependent on and enchanted with noise-producing and noise-related technology—automobiles, aircraft, helicopters, motorcycles, snowmobiles, jet skis, leaf blowers, amplified music, bass-driven car stereo systems—the noise level is rapidly accelerating.”  Anonymous

As the youngest and only girl out of four, I loved the days my brother would pick me up from middle school. He would have his windows rolled down and his very popular music playing loud. Of course at the time, and for many years following once I was driving on my own, I thought loud music was the cool thing. The impact it had one me was the last thing on my mind. Now as a young adult, I see the impact this music has had on my hearing every day. I found the T.V. has to be louder for me to comfortable hear it, and my students must speak louder in order for me to hear them. With the impact this has had on me, I was curious to learn about the impact it has on young children and if it impacted other areas rather than simply hearing.

      Maxwell and Evans (n.d.) reiterate the impact loud noise has on the auditory system, but also warns parents and educators of the impact in can also play on the cognitive, physiological, and motivational areas of development.  There research finds that children living or attending school close to airports, trains, and high traffic suffer from higher blood pressure. Teachers in high noise areas also find motivating students in an activity to be very difficult. They also are less likely to take on a challenge. Chronic noise also impacts student’s ability to remain attentive and impacts children’s reading ability. Maxwell and Evans (n.d.) state that cchildren from noisy homes and schools are at more of a disadvantage than children from quieter homes.

 Japan has always been a fascinating country to me, and knowing the busy lifestyle of Japan, I was curious about noise in Japan and if it is a stressor in this country. Through my search I found that Japan is right up there with the United States when it comes to noise pollution. Japan’s city is filled with public loud speakers, and constant air travel. Chepesiuk (2005) states that many people find themselves wearing ear plugs in the city to minimize the noise.  The impact of noise in the United States also applies throughout other countries. Japan is also taking action by passing many noise pollution acts to minimize the noise within the city.  

Reference:

Maxwell, L. & Evans, G (n.d.) Design of child care centers and effects of noise on young children. Retrieved from http://www.designshare.com/research/lmaxwell/noisechildren.htm

Chepesiuk, R (2005) .Decibel Hell: The effects of living in a noisy world. Environmental

Health Perspectives. 113(1) A34-A41.  

Malnutrition

When I first saw the different public health topics, I was very interested in the topic of malnutrition. I always see malnutrition as something that only occurred in developing countries, however, even though the percentage is small, malnutrition also occurs in the United States. Less than 1 % of children suffer from chronic malnutrition in the United States, and over 10 % of that number is found in rural areas. Even the article mentions that in the highest risk group (those living in shelters or homeless) only accounts for less than 10 % of this group in the United States.  I found this very surprising considering all the struggles many of these children in shelters or homeless face daily.

            Also through this research, I found many programs that strive to help those countries that are often impacted by childhood malnutrition. One of those programs is to help Nepal, which is know to have stubbornly high numbers in childhood malnutrition. The Japan Fund for Poverty Reduction gave a 2 million dollar grant to help programs that are striving the meet the needs of malnourished children. The group’s goal is to cut the number of malnourished children by 25 %.

            After researching different programs designed to eliminate malnutrition, all I could think about were many of my students who get terribly upset when they miss breakfast or choose not to eat their lunch. It is so obvious, just in that short period of time, how the lack of nutrition impacts their cognitive ability and physical ability. When children (and adults) are hunger they naturally do not work as hard because the energy to do so is missing. I can only imagine the incredible impact lack of nutrition has on children who not only miss one meal, but multiple.

http://beta.adb.org/news/nepal-gets-help-reduce-child-malnutrition

http://motherchildnutrition.org/india/index.html

Birthing Rituals Around the World

Since I do not have any children of my own at the time, I would like to share the birth of my nephew, Hunter. Hunter was a surprise for my brother and sister- in- law. Their daughter had just turned one, so they were not planning to have another child right away. As soon as they found, they consulted their doctor, and continued to do so throughout the pregnancy. Due to minor complications with their daughter, they wanted to stay well informed if any possible situations were to arise. My sister-in-law did have an epidural to ease the pain. Hunter is now a very loving, smart, and energetic 2^nd grader. I selected the birth of my nephew because that is the only instance in which I was in the room during the process. As someone who was a teenager at the time, this was a very scary, painful scene for me, but also a beautiful one once I met my sweet nephew. I feel having great prenatal care is so important. Doctors and parents need to be aware of the development of their child, and how to best prepare their lives for this new child.

Looking at many of the birthing rituals around the world, I found Germany’s to be very eye opening. In Germany women see midwives for prenatal care. These midwives are so highly respected that they are required to be present during the birth and the doctor is considered only optional. The actual event of giving birth is a focus in Germany. Having a c-section is, to many, considered a failure.  German women who hold jobs feel secure to know that their jobs will still be there after the birth. As soon as a women tells her employer that she is pregnant she can not be fired, which is very helpful when the economy makes a turn for the worst. A woman may stop working six weeks before the birth and is forbidden to work for eight weeks after the birth with FULL pay.  Another practice, one of the authors mentions, is the selection of names. The government keeps a list of “accepted names” that parents much follow in the attempt to avoid potential ridicule for the child.

While I do not have children, I have worked with many women who were pregnant. The benefits Germany provides are very different from what I have seen here. I have been informed by many to save all of my paid sick days and personal days, so they can be used when I have a child, otherwise I will only have a week or two of paid time off. Also, while I understanding the reasoning behind the “accepted names” I wonder how well that would go over if it were a practice here. Before looking at the different practices I never would have expected that much difference between each country. It is extremely interesting to see the focus each country puts on certain aspects of the birthing process. I encourage all to check it out http://www.parents.com/pregnancy/giving-birth/vaginal/birth-customs-around-the-world/?page=3 

Thanks to you!

Course number one is coming to a close! Thank you to all my classmates and professor for the wonderful support and insight in the many aspects of the Early Childhood field! I wish all of you the absolute best of luck throughout the remaining courses.

NAEYC and DEC Code of Ethics

Each Code of Ethic is so important as an educator, however these ideals stood out in my mind.

I-1.3—To recognize and respect the unique qualities, abilities, and potential of each child.

This ideal is significant because it reminds me as well as other educators that each child is an individual. This is not just something we say, but something we should practice. We must take that into account with every lesson we teach or example we use, because our children learn in different ways, experience different events, and possess different qualities and abilities.

I-1.5—To create and maintain safe and healthy settings that foster children’s social, emotional, cognitive, and physical development and that respect their dignity and their contributions.

This ideal is so important to me from the moment I walk into my classroom for a new year and daily throughout that year. Our children need an environment that is inviting and nonthreatening. It needs to be a place they can call their own. The safety and comfort goes a long way academically. Also, this is something I must remember daily because a child holds on to every word you speak. These words need to be of love and care in order to foster positive social and emotional development.

I-1.7—To use assessment information to understand and support children’s development and learning, to support instruction, and to identify children who may need additional services.

This ideal also ties to the first ideal I found significant. To be an effective teacher it is my job to determine which strong qualities and abilities each child possesses as well as they ones I can assist them. It is very important that I understand that all of my children work on different levels and must remember that as I differentiate my instruction on a daily basis.

We shall strive for the highest level of personal and professional competence by seeking and using new evidence based information to improve our practices while also responding openly to the suggestions of others.

This practice is so significant because it ties to a lot of what many of the professionals have stated. We must constantly be learning and never get to comfortable with what we know. As an educator of young children, I need to always work towards improving my practices and be accepting of practices colleagues are sharing.

My Most Helpful Resources

Diller, D. (2003) Literacy work stations: Making centers work. Portland, MD: Stenhouse Publishers.

©      This resource is currently connected to my hands almost all day. It provides an enormous amount of ideas and explanations for having the most effective reading block. This being my first year to teach all subjects, I was most concerned about my reading block and guided reading. This resource has eased many of my worries and now has me excited to test them out in the next few weeks.

Greenberg, P. (2011) Bringing home into the classroom. Retrieve July, 22, 2011, from http://www2.scholastic.com/browse/article.jsp?id=3448.

©      Getting to know your students as individuals is important to provide a friendly and non threatening learning environment. This article emphasized the importance of listening closely to what your students are talking about because it tells you a lot about them as individuals.

Wong, H. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publications.

“In an effective classroom students should not only know what they are doing, they should also know why and how.” ~~ Harry K. Wong

©      Another book that has recently been connected to my hands. I wouldn’t have survived my first year of teaching without the knowledge this book provided. It highlighted many things we would often not think of, but that would eventually kill your effective learning environment such as organization, seating, discussion… pretty much everything!

Esquith, R. (2007). Teach like your hair’s on fire. The methods and madness inside room 56. New York: NY: Penguin Group.

©      This book was a required summer reading as I entered my first year teaching. Of course I wasn’t excited at first, but it was such a motivator and gave insight to how successful your teaching year can be when you develop positive relationships with your students and parents. It showed how wonderful things can still happen even when you teach in what others call, “the worst neighborhood.”

Position Statements and Influential Practices

• NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
• NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
• NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
• NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
• NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
• NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
• Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://www.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
• FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, from http://www.fpg.unc.edu/~snapshots/snap33.pdf
• Turnbull, A., Zuna, N., Hong, J. Y., Hu, X., Kyzar, K., Obremski, S., et al. (2010). Knowledge-to-action guides. Teaching Exceptional Children, 42(3), 42–53.
  
  

Global Support for Children’s Rights and Well-Being

• Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
• Websites:
• World Forum Foundation
  http://www.worldforumfoundation.org/wf/about.php
  This link connects you to the mission statement of this organization. Make sure to watch the video on this webpage
• World Organization for Early Childhood Education
  http://www.omep-usnc.org/
  Read about OMEP’s mission.
• Association for Childhood Education International
  http://acei.org/about/
   

Early Childhood Organizations

• National Association for the Education of Young Children
  http://www.naeyc.org/
• The Division for Early Childhood
  http://www.dec-sped.org/
• Zero to Three: National Center for Infants, Toddlers, and Families
  http://www.zerotothree.org/
• WESTED
  http://www.wested.org/cs/we/print/docs/we/home.htm
• Harvard Education Letter
  http://www.hepg.org/hel/topic/85
• FPG Child Development Institute
  http://www.fpg.unc.edu/main/about.cfm
• Administration for Children and Families Headstart’s National Research Conference
  http://www.acf.hhs.gov/programs/opre/hsrc/
• HighScope
  http://www.highscope.org/
• Children’s Defense Fund
  http://www.childrensdefense.org/
• Center for Child Care Workforce
  http://www.ccw.org/
• Council for Exceptional Children
  http://www.cec.sped.org//AM/Template.cfm?Section=Home
• Institute for Women’s Policy Research
  http://www.iwpr.org/index.cfm
• National Center for Research on Early Childhood Education
  http://www.ncrece.org/wordpress/
• National Child Care Association
  http://www.nccanet.org/
• National Institute for Early Education Research
  http://nieer.org/
• Pre[K]Now
  http://www.preknow.org/
• Voices for America’s Children
  http://www.voices.org/
• The Erikson Institute
  http://www.erikson.edu/

 Selected Professional Journals

• YC Young Children
• Childhood
• Journal of Child & Family Studies
• Child Study Journal
• Multicultural Education
• Early Childhood Education Journal
• Journal of Early Childhood Research
• International Journal of Early Childhood
• Early Childhood Research Quarterly
• Developmental Psychology
• Social Studies
• Maternal & Child Health Journal
• International Journal of Early Years Education

Words of Inspiration

This week these quotes and passages really spoke to me. Many are words or encouragement and some are reminders for me, as a teacher.


"The moment I decided to follow instead of lead, I discovered the joys of becoming part of a small child's world."
Janet Gonzalez-Mena


"Part of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions--not just constant sunshiny happiness."
Janet Gonzalez-Mena


"Teachers can motivate students only if they themselves are motivated. They can make students feel valued and secure only if they feel valued and secure; they can foster enthusiasm for learning in students only if they are enthusiastic about teaching. The school culture can make or break a teacher in the same way that the classroom culture can support or undermine students' efforts to learn."
Deborah Stipek


"It's not all about you; you have to take your ego out and think about what's best for that child." Renatta Cooper


" The passion to create a safer, more just world for all kids is there,and I suppose will be there until I die- maybe even after." Louise Derman-Sparks

Personal Childhood Web

Many people throughout my childhood have greatly impacted my life and continue to do so today.  These five people ( and those not mentioned) have helped me reach the goals I have set and continue to encourage me as I work towards new goals.

My mother had a profound effect on who I have become today. She strived for me to explore different avenues as I was growing up. If I wanted to learn how to play piano she would provide me lessons. When I had a desire to explore a new hobby she would provide that as well. I feel she always wanted me to have the opportunity to explore what the world had to offer. This gave me the opportunity to, in a sense, find myself. My mother is a wonderful listener and has always provided advice and a helping hand when needed. She was a preschool teacher, but was also determined to always be involved in any school events for me and my siblings. Seeing her at work, and how she did all she could for us is the reason I am where I am today.

My dad has also been such a wonderful supporter throughout my life. He was extremely supportive when I found learning math (mainly,algebra) to be a huge challenge! My father would always sit down with me and help me work through the math problems even if it took five times for me to understand how I got the answer. Despite his endless work hours or being out of town he would help me, even if it meant we would work through the problems over the phone. He has been a fantastic support as I worked through college, and to see the smile on his face as I graduated with honors was a fantastic feeling- to know just how proud of me he was.

My brother, Justin has always been what I guess I can call my “silent support.” He was such a very hard worker, and he was unable to pursue what he worked so hard for because of cancer. When he passed away, it greatly impacted my life and sparked my mission to be an educator. I became determined to work hard for what I really want to do, and to never settle for anything less than the best.  Anytime, things seem really tough I find my thoughts of him to be a comforting support and motivation to keep working hard.

My grandmother is such a wonderful woman with a genuinely loving heart. She has been such a wonderful support through her love, which she often shows through a hearty southern meal. The simple, Saturday afternoons as a child at her house have provided me with some of the greatest memories of love. She took the time to get to know each of her grandchildren (all 16 of them!) and their likes and dislikes. She always wanted to be involved in what we were doing, which gives me a sense of comfort and security. Seeing how this makes me feel, has impacted how I interact with my students. I know that those few moments talking with a child can mean the world to them.

My 2^nd grade teacher, Mrs. Tomblin sparked my desire to be a teacher. She truly made learning fun, even the horrible math and very long spelling words. She knew how discouraged I would get with the spelling words, but she continued to support me and always had a positive attitude when we worked one on one. Her positive attitude and energy that filled the classroom always made learning so much easier and less like work.  This year was a tough year for me, and I know her constant assistance helped better my attitude towards learning, which has impacted me present life greatly. It has changed the negative attitude I had towards learning and turned that to a positive attitude as a life long learner.

Favorite Children's Books

When thinking about my favorite children's book, I think of the books I enjoyed reading with a great deal of expression, and the ones that really grabbed my student’s attention.  The first book, The Five Chinese Brothers, was given to me by my mentor. Of course, I never heard of it, but she promised it would go over very well with my age students. This ended up being a personal and class favorite. This book is very enjoyable because it is full of sneaky, silly ways that the Chinese brothers tricked the judge. It also has some repetitive lines that my students would also chime in to say.

Another favorite is The Lorax by Dr. Seuss. I absolutely love books that rhyme! I enjoy the challenge of reading a rhyme-filled book with expression. I very rarely finish the book without getting my tongue twisted a couple of times! This one is a favorite when we discuss the importance of protecting our environment. It is such a fun introduction to the lesson

What keeps you motivated?

            It’s the middle of the school year. You have been working extensive hours on lesson plans that help reach the wide range of students in your class. Several arguments and maybe even fights between your students have occurred this week.  It is now time for you to get ready for another day, but walking into your classroom today the excitement and motivation you usually have is just not there. What do you do?

There are always those days we need an extra boost to get us going in the morning and sometimes the boost we need to finish the day. During my first year teaching I found this day to occur several times, and I often referred to one particular passage given to me during my first education course. The following passage helped me remember the importance of my job, and just how powerful my excitement and determination can be in the classroom.

I close my eyes
And I can visualize
Things that may never be.
Unless, of course,
I take my dreams
...And turn them into reality.
Sometime in the future,
Someone may ask me,
"Who taught you your values,
Your skills, your determination?"
And I will reply,
"The same person who opened
Locked doors without the key,
Portals in my imagination,
Windows in my mind,
Holes in my seriousness.
"A teacher taught me."
Michelle Kao

Maybe your motivation comes from a person in your life, a picture, or a thought you must run through your mind. I would love to hear what motivates you during your tough days.