Who inspiried you? Tell us a little about his or her life.

Over the course of my life, I have had many inspirations: Elmo, Eragon, Neil Armstrong, Princess Diana and a multitude of others. As I progressed through my collegiate years, I began to see more clearly the focal point of all these inspirations: my mother. As cheesy as that sounds, my mother has been with me through my worst moments, and my very best. She's provided me with the necessary tools to look up to these aforementioned inspirations, as well as in believing in myself. Growing up, she was not given the same luxuries that I am accustomed to. She never made it college for lack of funds, and has been working all her life to make up for it. She has told me time and again the struggles she dealt with to secure a better life. Fortunately, she succeeded. Because of this, she instilled in me early on the importance of attending college, and has financed me through this long journey. I don't think there is anything substantial that I could do to truly thank her for my life. While naturally she has her "mom moments," (moments in which both me and her are equally annoyed) she is a strong women and wants me to succeed. This need to be strong for my mother, to finish college and go where she has not, is what inspires me. It is difficult, no doubt. There are many times where I want to throw it in and give up. But I don't, because of my mother.

What is your favorite moment in history?

I do love reading about history, and historical fiction. There are many topics that have captured my interest over the years, and I therefore have many favorites. As terrible as it sounds, tragedy fascinates me. I gravitate towards topics that detail the atrocities of humanity. Thus this explains the reason for my choosing the Holocaust as one moment in history that interests me. I find it simply astonishing that one man, Adolf Hitler, changed an entire country's perspective and murdered millions of innocent people on the basis of their religion. Even more astonishing, is the fact that thousands upon thousand of people ignored what was happening, and blamed it on "the cost of war." For these reasons, I find books, articles, movies, and other works on the Holocaust interesting. It is one of the most horrific and notorious tragedies to ever occur, and I simply can never wrap my head around it. That is,viewing the Holocaust with my modern societal views, it seems absolutely impossible to think that something like that could happen. And yet, it did. To this day, some people (albeit moderately insane people) debate wether or not this event actually occurred. It's laughable to think that there is opposition in the face of so much evidence to the contrary. All in all, while I cannot say I enjoy reading about the Holocaust, I can say that it fascinates me.

Write about a conflict central in the lives of adolescents

A conflict that is central in the lives of modern adolescents concerns the era of technology. Specifically, the cell-phone "addiction." It has been reported on time and again these past few years about just how addicted adolescents are when it comes to staying connected with their phones, and with social media. Joel Stein, a writer for Time Magazine, described modern adolescents as the "me, me, me generation." He delves into the pro's and con's of adolescent's inherent need for "likes" on their posts, and in constantly capturing moments on their phones. Specifically, he states that while this may render adolescents entitled and lazy, they are the new "Great Generation." That is, adolescents are powerful. In my opinion, I do believe that adolescents (and society in general) have become too attached to cell-phones and social media. We strive for likes on a photo, and in capturing moments on the phone, rather than living them. I admit, I find myself sitting for hours on Facebook, neglecting more important tasks, simply scrolling and scrolling. While there are certain benefits to this vast worldwide connection, there are some downfalls; disconnection with one's surroundings being one of them. In a world where technology continuously grows however, this problem is not too easily fixed. As modern adolescents are in the focal point of this conflict, it is ultimately up to them to choose a side.

What fictional hero do you look up to?

To be fair, I don't really admire many fictional hero's. As I mostly enjoy historical fiction, the hero's are usually based upon real people. When I was younger however (around middle school I believe), I used to read the Eragon series by Christopher Paolini. I would say that I admired the hero of these books, Eragon. He began as a weak character, and by the end of the series was a strong character, both in physical and mental respects. I suppose I looked up to this character because he contained aspects that I was, and that I aspired to have. The series contains four main books. In the first two, Eragon is learning about his newfound skills, honing them, and trying to save his family. In final two, Eragon is a strong character, and faces different hardships. In all of the books however, he maintains his sense of familial responsibility, realizes his weaknesses in character, and tries to improve. He deals with the death of his family, many of his friends and allies, and others in a very mature manner. As a young middle school student, these qualities where ones that I somewhat had or had heard about, but wanted to strengthen. While I was not warding off any magical dragons or wars, I was going through a period of change much like Eragon. These series helped me through these tumultuous years, and allowed me to see that change was okay, and so was defeat. Eragon was a fun and enticing character to read about; while he was a fantasy character, he contained relatable characteristics that I could model, and see in others. For these reasons and more, I can say that Eragon was and is a fictional hero I look up to.

Original Poetry

Writers Block

There you sit, ever so serene. Watching the goings-on of night, Through that sheer slate of window glass.

You survey the blackness of streets, The colorless forest, Beams of light reducing the sky, To pockets of time With names not unforgotten But unknown.

You try, and move, and plead, To write your thinkings down, The corner mirror showcasing your struggles, Etching black and blue, Making permanent what is your heart.

The colorless forest is boring, The beams of light, rather overused, And pockets of time are quite unclear.

Useless, these efforts are. Your white paper Retains the whiteness it was made of, Links your etchings to nothing But confusion, While it laughs at your efforts.

And there you remain, ever so serenely. Perhaps tomorrow, You can try again.

What and Why do You Read?

Simply put, I love to read. My enjoyment in reading began at a young age, probably around first or second grade, and has held strong to my present days. While I enjoy reading a variety of genres, my favorite type is historical fiction. I enjoy delving into the past and experiencing the different events. Reading allows me to not so much as escape the world, but open my mind to different possibilities. Quite often, after I finish a particular historical novel, I end up researching it. I have learned so much in the way of history because of my fascination with this genre. There is a brilliance attached to the authors of historical fiction. To write a good, gripping, historical novel an author must stay true to many of the historical facts, perspectives, fashions ect. of that time. It takes copious amounts of research and patience to craft a historical novel. That is one of the many reasons I have so much respect for these authors in particular. As a reader, when I pick up a book, I expect to be swept into an enticing story. It is quite disappointing when a book fails to do that. As of late, I have found that I do not have much time for leisure reading as I used to in high school. In my high school years I would finish a book about every week or two weeks. Nowadays, I'm lucky if I finish the book in a month. Hopefully, I can find some time during the summer to pick up some books.

Free Write

I recently decided that I would take up running, again. I used to run a lot in high school but I stopped when I entered college. Initially, I blamed it on my lack of free time. But as the years wore on, and I found free time for other things, I could no longer come up with an excuse (laziness being the only real reason). This semester, despite taking six classes (rather than my usual five) I have made the time for running. Unsurprisingly, it was a painful start. My legs and knees ached, so much so that some days I could barely walk. I was often exhausted after my workouts, and found my lack of energy effecting my schoolwork and my job. But, I made the conscious effort to keep on and pushed through the pain. In part, this was due to my inherent need to become a runner again. But also, my good friend (who is an avid runner) strongly motivated me to continue with my journey. At present, I have re-found the enjoyment I get from running. As cliche as it sounds, running clears my head and allows me to focus better on my tasks, especially with homework. I feel the rush of endorphin's in my brain when I finish, and I feel I have accomplished something. This rush allows me to believe that I can accomplish other things such as essays, tests, and the like. I still get the aches and pains in my legs and knees, but ones that are bearable. It will probably be a few months yet before I can run again without a mild struggle. The reason for this posting however is twofold. For one, I wanted to write my thinking's down to better understand my own motivations for running again. The other, is to understand what I have learned from this struggle. While the obvious lesson of pushing oneself is evident, I wanted to find the deeper "lessons" and/or values within. My motivations are clear: to regain my stamina, become a runner again, and be cognitively and physically healthy. As of yet, these "lessons" that I am trying to connect and apply to other areas of my life, I am still in search for. These motivations and lessons are keenly different, and it is important (for anyone) to understand them. While my motivations are what started my newly active lifestyle, these obscure "lessons" are what will keep me going (I hope). It is becoming increasingly difficult to go outside and run (mainly because of the freezing temperatures) without a value or goal I want to attain. I have become a (somewhat) runner again, I have increased my stamina, and I am on the healthy path (save for the holiday season). There is seemingly no reason to continue on then right? Wrong. There is a reason, or many reasons, and it is obscure and personal and I have yet to find it. I want running to become a part of my life again, as it was in high school. However, while the motivations are similar, the reasons I ran then are quite different than the reasons I run now. I will remain optimistic, however, in my quest.

Writing Process #4-Editing

After I had revised my informational essay, I went through it specifically looking for grammatical errors, and syntax errors. I added in the correct citations for each quotation, and made a Bibliography. I made sure the two copies of my drafts were included in my document, and were accurate representations of my work, and saved them all. As for my narrative essay, I went through much of the same process in editing it. I found some grammatical and syntax errors, as well as some misspelled names. I added in the short Italic description underneath the title. Finally, I made sure the two copies of my drafts were included in my document, accurately represented my work, and saved them all.

Writing Process #3- Revising

After I had written most of my informational essay, I began the revising process. I started with adding more information into the introductory and concluding paragraphs. I also added more detail into the descriptions of my quotations. I took out many sentences that seemed redundant after providing the quotes, and tried to explain them in a different way. I moved two quotes around, as I found that they fit better into different areas of the text, than in their previous spot. Finally, I added in clearer transitions between the paragraphs. After I had written most of my narrative essay, I went back through it to alter some phrasing. I did additional research on terms and phrases from that time period and changed some sentences around, as I wanted it to be as historically accurate as possible. I decided not to use very difficult words, however, for I wanted younger students to be able to comprehend the text. I also added in some real dates and characters that I thought would be more interesting.

Writing Process #2- Moving from Planning to Writing

After I had made my outline for my informational essay, I began writing my thoughts and explanations down within the categories. I wanted to keep the categories and the ideas separate, so as to make sure each one was answered properly. I tried to write approximately two paragraphs for each category. After some time, I began connecting the quotes I had written down, into my thoughts. I found this went quite well, as the quotes served to corroborate what I had written. I then wrote a (very) short introduction and conclusion paragraph. I got rid of the categories (they were underlined and in Bold) and made the paper flow. Finally, I titled it "Draft," and decided to revise it the following day. For my narrative essay, I began by searching up proper words and terms that were used during the Pilgrim's time. I used my outline, and my notes on the historical accuracy, and began writing as one would with a diary entry, albeit with outdated phrasing. After some time, I found that I wanted the story to focus on different events than what I had previously outlined. Specifically, I wanted it to center more around the preparations for Thanksgiving the day before, rather than events the many months before. I began writing towards the Thanksgiving events and found my narrative more interesting. I titled it "Draft," and decided to revise it the following day.

Writing Process #1- Pre-Writing and Planning

To begin the writing process, both with my informational and narrative essays, I began with an outline. This is the simplest way for me to begin visualizing and plotting where I want my essay to go, and what points I want to include. With my informational essay, I started by reading the provided articles, as well as the one other article that I found on "The Reading Teacher." I then pulled some quotes that I found rather important, and grouped them into their appropriate categories in my outline. My outline included three main body paragraphs in addition to the introduction and conclusion: define the genre, why is it important, and strategies for teaching and reading this genre. I chose 2-3 quotes per category. For my narrative essay, I made an outline that concerned what events, characters, and settings I wanted to include in my paper. I then researched different types of historical fiction for young children and wrote down some ideas for my paper. I decided upon a first person narrative, in the style of a diary entry, written from the perspective of an English, female Pilgrim. Finally, for both essays, I set about 2-4 goals that wanted to have accomplished by the final drafts. They included the length of the paper, grammatical concerns, amount of information, and the depth of information.

Write about writing.

Writing can take multiple forms, all of which are difficult. There are essays, blog posts, poems, critiques, arguments, novels and countless more. Over time, and through many years of schooling, I have learned that no matter the form, writing is difficult. It almost always takes more time than you have, more thought and creativity than you can think of, and more patience than you can maintain. You must keep in mind the rules of grammar,spelling and syntax when composing any form; and without a doubt, that sentence you rewrote five times, still does not fit into the context of your essay. Writing is not for the weak-minded. While countless individuals can put ink on a page, or type up words into paragraphs, only a few can make their writing truly mean something. Whether it is to argue a point, evoke emotion, or to tell a story, every form of writing's main purpose is to show meaning. If you can muster through the time, build your confidence, find the creativity, and push past your patience, then perhaps you have what it takes to write. As teachers, we are one of the first influences that a child has with writing. Thus, it is imperative that we foster a positive attitude on writing (and it's importance) into as many students as possible. It is our duty to support literacy growth in all of our students and to make meaning out of their words. The next great novelist or journalist may very well be a student in our class. The first step in this process is in building their confidence. A skilled writer believes that they can write (even if they aren't that skilled). Secondly, teachers should incorporate writing into as many disciplines as possible throughout the day and continually support students in their growth. Finally, they should strive to model both good writing and positive attitudes on writing.

Should we level books?

Leveling books for children has both positive and negative aspects, as most things do in life. Experienced teachers might be able to recognize when a student is reading at, above, or below his reading level. However, newer teachers might find this more difficult. Leveled books are useful in this way of providing a guide for teachers (and parents) when choosing literature for their lessons. That beings said, I don't believe that children should be restricted to their supposed "level." Many students can read above what their level suggests. They should be granted the freedom to choose the books the read. However, some students choose books that are below their level. This can pose problem, as these books do not provide the student with challenging vocabulary or other adequate material. It would be necessary, in this case, for a more appropriate book to be given to the student. That being said, an occasional lower level book of their choosing would not harm them. A major problem with leveling books is that it can cause self-esteem issues in students that are slower learners. They may notice their peers reading higher level books, while they continue to struggle with a lower level book, thus reducing their self-confidence. It is a difficult topic and one that has yet to be resolved. While students need to read a challenging book, reading a book they can not comprehend will not support their learning. Perhaps, if we simply switched the term from "level" to "recommendation," the negative connotation might pass. Overall, I believe that leveling books is appropriate to use as a guide, not as a standard for students.

Does collaborative learning support literacy?

Collaborative learning is defined as an educational practice that involves having students work together in groups to complete a task or solve a problem. It is a part of the "I do, we do, you do together, you do independently" teaching model (specifically the "you do together" part). I believe that it is a very important component in learning and in supporting literacy growth. There have been numerous studies that display student's growths are larger when they are allowed to learn and discuss subjects with their peers, rather than independently. Many elements come into play when students are able to converse with each other. They are able to teach their peers,discuss what they don't know, and learn together. In sharing their knowledge with friends, students are more apt to retain the new information. These different aspects allow the students to further their understanding of key components in literacy: comprehension, vocabulary, fluency and others. In addition, teachers have the opportunity to work independently with students, or in groups, and scaffold those in need. This allows for differentiation amongst the students, without having to alter the lesson significantly. As students move towards independent work, their confidence in completing the task is bolstered. By having someone to confer with that is at the same cognitive level as they are, rather than with an adult who "knows it all," students are able to feel both engaged and empowered. I can say from personal experience that I find myself more engaged in lessons where the instructor allows moments for a "turn and talk" rather than an entire period of lecture. It is quite fascinating to see how collaborative learning in the elementary classroom can extend into a college level course. In these ways and more, collaborative learning significantly supports literacy.

How do you envision reader’s workshop? What role do you see for mini-lessons?

When I envision a reader's workshop a number of elements come to mind. They include: a mini-lesson, work time, conference time, and sharing time. To initiate a readers workshop, I would introduce and explicitly define the skill that I would be teaching in my mini-lesson. After completing my mini-lesson and modeling for students what I would like them to do, I would allow them sufficient work time. During this time I would divide the students into small groups and have them work on an activity together. I would walk around the room, aiding students one-on-one, or as whole groups, and noting their progress. This work time would also allow for conferring time, and thereby differentiation. I would provide those students who need extra assistance more one-on-one work and scaffolding. This conference time is the most important aspect of the readers workshop. It will allow me to clearly see the students who need minimal assistance, and those who need more scaffolding. This differentiation of instruction will benefit the entire class as they continue to expand their knowledge. Finally, I would have students share their completed work either in different groups or as a whole group. This would allow my students to appreciate themselves and their abilities as authentic readers and writers. Furthermore, I believe it will empower them to actually want to read outside of school. The reader's workshop is a key component in teaching literacy to young students. In addition to differentiation, students are able to engage in a larger variety of literature and writing, as well in having an active role in what to read: choice. This motivates students, provides positive experiences, and allows teachers the time to work with all their students individually. Therefore, I envision reader's workshop as something to be done everyday in my classroom.

Book Club Meeting #4

For our fourth and final meeting we finished reading and discussing the book. We initiated our discussion with our opinions and ideas of the final two chapters. What we found most surprising was that Kevin was arrested for possession because he "didn't want to look lame." This was actually quite disappointing. While Kevin was not a major character, he nonetheless provided peer support for Jimmy, and vice versa. It was saddening to see that Duke's advice was not taken to heart in Kevin, however it did provide Jimmy with an additional life lesson. We then discussed how these last two chapters provide young students with powerful insight into the negative repercussions that peer pressure can have. We agreed that the book ended in an interesting way as it came full circle: Ernesto (who is now the new kid) is now going to the Barber shop with Jimmy. Finally we discussed the overall themes we noticed, and our opinions of them. The obvious theme that was prevalent throughout the novel dealt with life lessons. However, we also noticed that there was an underlying theme of challenging authority, albeit in a positive way. That is to say,throughout the book Jimmy listened to Duke give advice, and his usual initial reaction would be to question or challenge Duke. However, after some explanation, Jimmy ultimately accepted Duke's wisdom, and understood it. We found this an important aspect of this book. It is important for students to develop their individuality and to understand who they are and how they fit into society. Without questioning the world around them to separate the wisdom from the folly, they might never gain this ability. We all generally agreed that this book was interesting, and would be a great read for young students. We might even use it in our future teaching careers.

Book Club Meeting #3

For our third meeting, we read and discussed chapters 12-16. Much like our previous meetings, we initiated our discussion with our opinions and the ideas we had reading the chapters. As with the majority of the previous chapters, these five all centered on providing different advice and life lessons for Jimmy and Kevin. A particular chapter that was quite intriguing for us was entitled "Lonnie G." In this chapter we learn through Lonnie G's grandmother that he recently held up a grocery store to be able to pay for his wedding. He was ultimately arrested and put in jail. Jimmy is later emotionally conflicted after Duke explains that everyone is given the same chances, and Lonnie G did not take the right ones. Jimmy genuinely believes that certain people have better chances than others. This was particularly interesting as it deals with two very strong subjects: making correct choices and equality. Personally, I do believe that some people are given more opportunities for success, however I am also a strong advocator for making your own success. We all thought that his chapter dealt with these two sensitive subjects quite well. In addition, we agreed that young students would benefit from learning about these topics. This chapter, specifically, would show young students how to make difficult decisions, and how to know the difference between a right and wrong one. Finally, we decided that we would finish up the last two chapters and discuss major themes for our fourth meeting.

Book Club Meeting #2

For our second meeting, we discussed chapters 7-11. A majority of our conversation included our opinions and ideas on the different elements in each of the five chapters. We agreed that most of the chapters continued on in much of the same fashion as the first six: Duke providing a different life lesson for Jimmy and Kevin. However, there was a point during these chapters that Duke took Jimmy out in his car, and provided him with additional advice. I liked that Myers took a different route in this chapter. It grabbed my attention as it deviated from the previous chapters, but still provided the integral messages on life that are central to the plot. We then discussed how we could relate to Jimmy in different ways. Julie mentioned that she felt she was not a reader, much like Jimmy, but still understood its importance. Andrea, Jessica, Sasha, and I also related our similar and differing feelings. Personally, I feel that I would relate more to Jimmy if I were younger. However, I found the advice that Duke provided in these chapters very enlightening and relevant to my life. We also touched on the importance of different characters. In particular, we noted that while the mother made some appearances in the story, she did not seem to be an essential character. Conversely, we thought that Cap, Dukes friend, played an important role in Jimmy's life. It was interesting to see how the roles of "friend" and "mother" were stressed differently. Overall, we found the book was progressing well, as were the characters. It has thus maintained our interests, albeit being a bit of an easy-read. We have decided to read the next five chapters for our third meeting.

Book Club Meeting #1

For my group, we decided upon the book "Handbook for Boys" by Walter Dean Myers to read and discuss. For this initial meeting we had previously decided to read the first six chapters. Overall, the meeting went well. One of our group members was absent, however we were able to get in touch with her and detail what we had discussed. We started the conversation with simple questions such as: Do you like the book so far, the story, the characters? ect. Most of us agreed that we liked different aspects of the book, some more than others. As it is geared towards younger children, the chapters were not overly emotional, and the language was not challenging. Personally, this led me to be a bit bored with the story at times. However, the plot line is intriguing so far, and I can see how this would be an enticing read for young students. After this initiation, we began discussing the different aspects of the six chapters. In particular, we found that each chapter focused on a different life lesson. One of the main characters, Duke, provides examples and advice for the other two main characters, Jimmy and Kevin, on what not to do in their young lives as they grow. The different people that come into the barber shop all tell a story of woe or success, which Duke later analyses and questions. Jimmy and Kevin are then able to see why this person was wrong, and how they could fix it. Julie found it interesting that Duke quotes a famous philosopher, Descartes, and uses it to explain a key aspect of life. I too found that interesting; I think many young student's would benefit from learning about philosophy, and I quite liked how Myers integrated it into this story. Finally, we decided that we would read the next five chapters and discuss them.

How can you support all learners in a literacy classroom?

It is important for any classroom to support each individual student in their learning. As most students learn in a variety of ways, a key component of providing this individualized support is in differentiation of instruction. There are a number of ways that a teacher can differentiate their instruction in the classroom. One such way is in implementing literacy centers in the classroom. 

These centers stimulate literacy in students in a multitude of ways. There are six main categories that each center could choose to focus on: comprehension, phonics, vocabulary, phonological awareness, fluency, and rhyming. The differing activities that each center provides allow students the aspect of "play," whilst they are simultaneously learning important concepts. This student-driven approach to learning provides children the opportunity to engage with their peers and in independent work. In addition, the centers give teachers the opportunity for small-group instruction, whole-group instruction, and individualized instruction. All of these aspects combined provide support for every type of learner in the classroom. 

Additionally, mini-lessons are an excellent way to provide differentiation of instruction. These lessons are short and focused on a single concept. After providing the students with an explicit definition of the concept and then modeling it, students can then participate in guided practice and/or independent practice. The more apt learners quickly practice independently, while others might need more attention. In either case, all students are being supported in their literacy growth.

My Perfect Classroom

When I envision a perfect classroom, what first comes to mind is color. Bland classrooms with nothing on the walls, no artwork, and simply filled with desks do not promote a positive learning experience. I want my students to enjoy learning; to find both the power and the fun that it brings. Therefore my perfect classroom will be drenched in color; from bright wallpaper to student artwork, my classroom will, hopefully, promote the intellectual capability and growth of my future students.

In addition to color, a perfect classroom should have a number of other items. An in-class library, hung student work, a sign-in sheet, perhaps different centers around the room that promote different subjects of learning, all come to mind. I believe the most important thing for an elementary school classroom to have is the exceptional ability to engage and interact with the students. I want my classroom to surround my students with a multitude of different subjects to tap into their imagination and bring about their innovative ideas.

Finally, a perfect classroom must always have a capable and passionate teacher. It is imperative that the teacher promote his or her own love of learning, whilst simultaneously meeting the needs of each individual in the classroom. Students will emulate this passion, feel important, and want to succeed.

A Memory of Language Arts

          I have always enjoyed reading literature. I can not remember a time where I did not enjoy simply relaxing and immersing myself in a story. My childhood memories of learning to read are somewhat limited, however I can recall my fondness for the Magic Tree House books by Mary Pope Osborn. I was first introduced to them in my first grade class and I continued reading them throughout my elementary school years. They were both challenging and exciting in a way that allowed me to further my imagination and my vocabulary skills.
        Looking back on my early education days, I can recall my teachers utilizing these Magic Tree House books in the classroom. My second grade teacher in particular would allow us to read to the class either at our seat or in front of the room. If we volunteered we were rewarded with tokens which we could later trade in for some sort of prize. This tactic allowed my peers and I to associate reading with a positive outcome while simultaneously furthering our skills and knowledge.