Joy Prior
February 22, 2011
Geog 120 H
Section 001
#6- Conflict
Green, Roy. Roy Green: Let’s Hope the Separatists Don’t Learn Any Lessons From Cairo. Full Comment. National Post. Web. February 9, 2011. http://fullcomment.nationalpost.com/2011/02/02/roy-green-lets-hope-the-separatists-dont-learn-any-lessons-from-cairo/.
Approximately 40% of Quebec citizens constantly want to secced from the rest of Canada. I have always known that Quebec was a little, well different than the remainder of Canada. Countless times I have heard that Quebec speaks French the rest of Canada speaks English. The providence requires that signs be posted in French, not English. I just had never realized that Quebec residing from the rest of the Canada was a possibility, and not just a few Quebecians turning up their noses.
Historically Quebec has been considered different than the remaining parts of Canada. During the Columbian Exchange there were two major countries competing for control of Canada, the English, and the French. The two different Ethnicities with their different cultures, languages, and religions began to settle the area. For the most part the French settlements flourished in the area called Quebec today. Over time the English language and culture influenced the remaining area.
Quebec receding from Canada is a contemporary issue. Less then two decades ago over 100,000 Canadians paraded through Montreal’s Dominion Square pleading with the Quebeckers to vote against secession. In 1995 the referendum which would establish Quebec as a separate country than Canada was voted down only by a small percentage. Many Quebecians do not want to be associated with Canada any longer. A few of the Politicians the article mentioned were Rene Levesque, Jacques Parizeau, Bernard Landry, Lucien Bouchard, Gilles Duceppe, and Pauline Marois all of who openly have supported the secession for years.
The Parti Quebecois (a political organization) held a strategy convention just the week after the revolts in Cairo. So far the party has tried to vote Quebec out of Canada, talk Quebec out of Canada, and make laws out of Canadian culture, but they have not tried to march their way out of Canada. The author jokes that maybe “taking it to the streets” was discussed at this meeting. I had just never realized what a hot topic Quebec secession is; the culture, language, and historical settlement of Quebec impacts the politics today.
Wednesday, February 9, 2011
SFL DAP #3
DAP #3
The authors have presented five important guidelines that help organize our thinking about developmentally appropriate practice. In a memorable image, experts have positioned these five guidelines as each of the points of the “Mariner’s Star”.
Mariners at sea used a fixed star to orient their position and move toward their destination just as teachers can use these five points to insure that their efforts with children are well-focused and appropriately directed. In addition, the authors emphasize ways in which teachers can move from dichotomous thinking or “either/or” to more complex decision-making, which includes “both/and” thinking.
GUIDELINES FOR DECISIONS ABOUT DEVELOPMENTALLY APPROPRIATE PRACTICE
Respond to the following questions:
1. All of us have had caring teachers who have made a difference in our life–whether in the context of the home, the school or a church setting. Relate a personal experience about how a parent or teacher: (3 points each)
Ø Created A Caring Community Of Learners And Involved You In It:
When I was in the fifth grade the entire fifth grade class prepared for a 13 mile hike. The entire school year we all would go for our class runs. I can not remember if we went during recess, or if there was a special time, but in either cause we would run one mile to prepare for our 13 mile hike at the end of the school year. I doubt that it was during recess, because I always remember recess being free time. All of us were expected to participate in the 13 mile hike and we all had mile time goals and each of us recorded how our times had improved throughout the school year. Everyone talked about the hike for months, and when we finally went on it all we could talk about was how well we had trained for the hike and how good we all were doing on the hike. It was really a memorable experience, and when I look back I am always impressed with how our teacher built us all up in the planning process. We were responsible for deciding which snacks we were going to bring, and forming the hiking groups that we would be apart of. I think that I remember even looking at a map and charting out our course. On top of that we were all suppose to be responsible for each other and making sure that everyone made it to the top, and that we all were running and improving on our mile run each week. It was a great experience.
Ø Taught In A Way That Enhanced Your Development And Learning:
I remember in 8th grade that I had a world civilization teacher, and his motto was the boring people find things boring. That was the theme of the class, and while we were in class he would show us pictures and slide shows and videos about all of the different places in the world. I remember him talking about different places to visit and telling all of us that if we get the chance we should visit that place. He expected us to research and to learn about a particular country, and then present it to the class in a picture book. At the time that was a really difficult project and to this day I think back on places that he talked about in class. He really set up the class in a way that made me want to learn about the rest of the world, and to wonder about places, people, and cultures that I had never heard of until he taught them to us.
* How will these experiences inspire you as you prepare to become a teacher/parent? (3 points)
These experiences inspire me to prepare to be a better teacher because I learned from these teachers how to be excited about what I am teaching. I remember loving to listen to my world civilization teacher because he was excited about different civilizations. My fifth grade teacher was excited for us to go on the hike. She talked about how fun the hike would be and how much we would all enjoy it. I want my students to see how excited I am not just about their education, but about the subject that we are learning about. There excitement for their subjects and material helped me to become excited. That is what I want my students to feel.
2. All of us have hopes and dreams for the kind of teacher/parent we would like to be some day. Discuss 3 specific goals you would have as a teacher of young children to: (3 points each)
Teaching Pre Kindergarten
Ø Planning Curriculum to Achieve Important Goals
1. I want to make sure that I communicate with the Kindergarten teachers in the area, or school that I am teaching so that I can cover concepts in a logical sequence that will prepare them for Kindergarten. This way I will be able to formulate goals and a crude estimate for what I would like my student’s to learn. (42)
2. I want all of my student’s to be able to spell their first and last name. I think that this is important because it will help the student’s to learn the alphabet, but more so because I want my students to have a personal and real reason to learn the alphabet. (42)
3. I want to sit down with my teacher aids once a week and review the schedule for the following week. Talk about different students, and what we can do as a faculty to help them learn. This way we will have a planed out schedule for the week, but more importantly we will be on the “same page” about what is going on in the classroom. (41)
Ø Assessing Children’s Learning And Development
1. I really think that it is important to have the parents involved in their child’s education, and I think that one way to do this is to ask the parent’s what are their goals for their child. I want to make a homework/activity page that will ask the parent’s to sit with their child and set goals. Although, I think that academic goals would be nice, but in reality I want to hear the year goals. If the child is in soccer one of the goals could be “go to soccer practice,” or “make a goal,” If the child is in piano they could have a performance. If the child dances one of their cultural dances, they could do that, or if they like to cook a special food they could cook that special food with their parent. Then through out the school year-not all on one day- but on different days I would want my student’s to come in when they have accomplished their goal and share their experience with the class. In my mind this is an ideal way to bring the parents into the development process, and to help my student’s feel comfortable with sharing their individual interests with the class. (45)
2. I want to keep a folder of each child’s work in my classroom so that I can see improvements and cater to their needs more clearly. Unfortunately I know that I will not be able to remember everything clearly and keep every child sorted in my memory so I think that if I keep one or two of their papers a week I will be able to watch progression. I could develop a schedule of some sort such as: the first week of the month I will keep a writing/letter assignment, the second week I keep a math, the third a drawing, and the forth week I could keep a reading assessment. This method would mostly monitor worksheet improvement, but it would at least give me visual improvement. (45)
3. When I am presenting something in front of the class I am going to be really cautious of student’s in my class who don’t speak English as a first language. I will watch their faces and expressions. If needed I will use a little Spanish if necessary to clarify for my student’s main points and concepts. (44)
Ø Establishing Reciprocal Relationships With Families
1. When a parent comes to pick up their child or to drop them off I can make light and casual conversation. I was really impressed in the movie about the 5-pointed star with the teacher who took her time to talk to the parent’s of her student’s.
2. At the first of the year I want my student’s to decorate a large folder that will only be used when I have a really important note to send a parent, such as information about a field trip, or reminders about things happening in class. I will ask my student’s to put the important paper in their folder. Then hopefully that night they can go home and give their parent the paper. The next day they can bring the folders back to empty class empty and I want to do this to ensure that the parents have a reminder and know what we are doing in class. (45)
3. If the parent speaks another language that I do not understand I will ask an interpretation to come in and help us to understand each other. Although I supposedly speak Spanish, I know that I don’t always know what I am saying, and that I don’t know the full dialog I would need to have to talk about someone’s child with them. In these cases I would ask the parent to bring in someone they feel comfortable with who would be willing to interpret ate for our conversations. (45)
*Memorize these five guidelines.
Describe in a paragraph how neglecting any of these points would compromise the quality of the educational experience for young children. (4 points)
If families are ignored then I am missing valuable information about an individual child’s culture, back ground, and experiences that would help me as a teacher to understand the best way to help a student. In a classroom that does not strive to develop a Community of learners the student’s don’t feel comfortable asking questions or making comments that would help them to understand a concept better. One of the key components of teaching is actively learning. I believe that a teacher is not able to teach if they are not learning from their students: cultural values, information, or even individual things about the child. The curriculum is important to an education because it is the guidelines for what happens in the classroom, and helps to take the children in an organized direction. Assessments are also important because without assessments neither the student, or teacher knows were or what to expect from each other.
The authors have presented five important guidelines that help organize our thinking about developmentally appropriate practice. In a memorable image, experts have positioned these five guidelines as each of the points of the “Mariner’s Star”.
Mariners at sea used a fixed star to orient their position and move toward their destination just as teachers can use these five points to insure that their efforts with children are well-focused and appropriately directed. In addition, the authors emphasize ways in which teachers can move from dichotomous thinking or “either/or” to more complex decision-making, which includes “both/and” thinking.
GUIDELINES FOR DECISIONS ABOUT DEVELOPMENTALLY APPROPRIATE PRACTICE
Respond to the following questions:
1. All of us have had caring teachers who have made a difference in our life–whether in the context of the home, the school or a church setting. Relate a personal experience about how a parent or teacher: (3 points each)
Ø Created A Caring Community Of Learners And Involved You In It:
When I was in the fifth grade the entire fifth grade class prepared for a 13 mile hike. The entire school year we all would go for our class runs. I can not remember if we went during recess, or if there was a special time, but in either cause we would run one mile to prepare for our 13 mile hike at the end of the school year. I doubt that it was during recess, because I always remember recess being free time. All of us were expected to participate in the 13 mile hike and we all had mile time goals and each of us recorded how our times had improved throughout the school year. Everyone talked about the hike for months, and when we finally went on it all we could talk about was how well we had trained for the hike and how good we all were doing on the hike. It was really a memorable experience, and when I look back I am always impressed with how our teacher built us all up in the planning process. We were responsible for deciding which snacks we were going to bring, and forming the hiking groups that we would be apart of. I think that I remember even looking at a map and charting out our course. On top of that we were all suppose to be responsible for each other and making sure that everyone made it to the top, and that we all were running and improving on our mile run each week. It was a great experience.
Ø Taught In A Way That Enhanced Your Development And Learning:
I remember in 8th grade that I had a world civilization teacher, and his motto was the boring people find things boring. That was the theme of the class, and while we were in class he would show us pictures and slide shows and videos about all of the different places in the world. I remember him talking about different places to visit and telling all of us that if we get the chance we should visit that place. He expected us to research and to learn about a particular country, and then present it to the class in a picture book. At the time that was a really difficult project and to this day I think back on places that he talked about in class. He really set up the class in a way that made me want to learn about the rest of the world, and to wonder about places, people, and cultures that I had never heard of until he taught them to us.
* How will these experiences inspire you as you prepare to become a teacher/parent? (3 points)
These experiences inspire me to prepare to be a better teacher because I learned from these teachers how to be excited about what I am teaching. I remember loving to listen to my world civilization teacher because he was excited about different civilizations. My fifth grade teacher was excited for us to go on the hike. She talked about how fun the hike would be and how much we would all enjoy it. I want my students to see how excited I am not just about their education, but about the subject that we are learning about. There excitement for their subjects and material helped me to become excited. That is what I want my students to feel.
2. All of us have hopes and dreams for the kind of teacher/parent we would like to be some day. Discuss 3 specific goals you would have as a teacher of young children to: (3 points each)
Teaching Pre Kindergarten
Ø Planning Curriculum to Achieve Important Goals
1. I want to make sure that I communicate with the Kindergarten teachers in the area, or school that I am teaching so that I can cover concepts in a logical sequence that will prepare them for Kindergarten. This way I will be able to formulate goals and a crude estimate for what I would like my student’s to learn. (42)
2. I want all of my student’s to be able to spell their first and last name. I think that this is important because it will help the student’s to learn the alphabet, but more so because I want my students to have a personal and real reason to learn the alphabet. (42)
3. I want to sit down with my teacher aids once a week and review the schedule for the following week. Talk about different students, and what we can do as a faculty to help them learn. This way we will have a planed out schedule for the week, but more importantly we will be on the “same page” about what is going on in the classroom. (41)
Ø Assessing Children’s Learning And Development
1. I really think that it is important to have the parents involved in their child’s education, and I think that one way to do this is to ask the parent’s what are their goals for their child. I want to make a homework/activity page that will ask the parent’s to sit with their child and set goals. Although, I think that academic goals would be nice, but in reality I want to hear the year goals. If the child is in soccer one of the goals could be “go to soccer practice,” or “make a goal,” If the child is in piano they could have a performance. If the child dances one of their cultural dances, they could do that, or if they like to cook a special food they could cook that special food with their parent. Then through out the school year-not all on one day- but on different days I would want my student’s to come in when they have accomplished their goal and share their experience with the class. In my mind this is an ideal way to bring the parents into the development process, and to help my student’s feel comfortable with sharing their individual interests with the class. (45)
2. I want to keep a folder of each child’s work in my classroom so that I can see improvements and cater to their needs more clearly. Unfortunately I know that I will not be able to remember everything clearly and keep every child sorted in my memory so I think that if I keep one or two of their papers a week I will be able to watch progression. I could develop a schedule of some sort such as: the first week of the month I will keep a writing/letter assignment, the second week I keep a math, the third a drawing, and the forth week I could keep a reading assessment. This method would mostly monitor worksheet improvement, but it would at least give me visual improvement. (45)
3. When I am presenting something in front of the class I am going to be really cautious of student’s in my class who don’t speak English as a first language. I will watch their faces and expressions. If needed I will use a little Spanish if necessary to clarify for my student’s main points and concepts. (44)
Ø Establishing Reciprocal Relationships With Families
1. When a parent comes to pick up their child or to drop them off I can make light and casual conversation. I was really impressed in the movie about the 5-pointed star with the teacher who took her time to talk to the parent’s of her student’s.
2. At the first of the year I want my student’s to decorate a large folder that will only be used when I have a really important note to send a parent, such as information about a field trip, or reminders about things happening in class. I will ask my student’s to put the important paper in their folder. Then hopefully that night they can go home and give their parent the paper. The next day they can bring the folders back to empty class empty and I want to do this to ensure that the parents have a reminder and know what we are doing in class. (45)
3. If the parent speaks another language that I do not understand I will ask an interpretation to come in and help us to understand each other. Although I supposedly speak Spanish, I know that I don’t always know what I am saying, and that I don’t know the full dialog I would need to have to talk about someone’s child with them. In these cases I would ask the parent to bring in someone they feel comfortable with who would be willing to interpret ate for our conversations. (45)
*Memorize these five guidelines.
Describe in a paragraph how neglecting any of these points would compromise the quality of the educational experience for young children. (4 points)
If families are ignored then I am missing valuable information about an individual child’s culture, back ground, and experiences that would help me as a teacher to understand the best way to help a student. In a classroom that does not strive to develop a Community of learners the student’s don’t feel comfortable asking questions or making comments that would help them to understand a concept better. One of the key components of teaching is actively learning. I believe that a teacher is not able to teach if they are not learning from their students: cultural values, information, or even individual things about the child. The curriculum is important to an education because it is the guidelines for what happens in the classroom, and helps to take the children in an organized direction. Assessments are also important because without assessments neither the student, or teacher knows were or what to expect from each other.
Reg sermon on the mount #2
Joy Prior
Honors Religion 211
Section 12
February 9, 2011
February 9, 2011
Sermon on the Mount
I am continually learning about the importance of Temple covenants. While thinking about the importance of swearing by an oath, and to avoid swearing by my head, the heavens, or earth I realized that these are all God’s and that they would be pointless for me to swear by because I have no control over them. God is the ruler overall and He is the one who has power over heaven, earth is His footstool, and even my body is a gift from Him. It suddenly seemed so ridiculous to swear to someone on something that was not even my own. As I studied out this idea I realized that when I make a promise to someone that I am promising them my will in a mild way; I promise them that I will do something, and they are given my will. When I applied this same idea to temple covenants it made them become the only valuable things that I can offer to God.
Honors Religion 211
Section 12
February 9, 2011
February 9, 2011
Sermon on the Mount
I am continually learning about the importance of Temple covenants. While thinking about the importance of swearing by an oath, and to avoid swearing by my head, the heavens, or earth I realized that these are all God’s and that they would be pointless for me to swear by because I have no control over them. God is the ruler overall and He is the one who has power over heaven, earth is His footstool, and even my body is a gift from Him. It suddenly seemed so ridiculous to swear to someone on something that was not even my own. As I studied out this idea I realized that when I make a promise to someone that I am promising them my will in a mild way; I promise them that I will do something, and they are given my will. When I applied this same idea to temple covenants it made them become the only valuable things that I can offer to God.
REG Sermon on the Mount
Joy Prior
Honors Religion 211
Section 12
February 9, 2011
February 9, 2011
Sermon on the Mount
To understand the Sermon on the Mount I had to memorize more than just the Be attitudes. Originally, I thought that the entire Sermon on the Mount was just about the Be attitudes, but after talking about it in class I am overwhelmed by the value of the entire section. I particularly enjoyed the concept that we came to earth to not only get a body, but to learn how to master our bodies and the physical wants, needs, or desires. As I thought about the different commandments, murder, stilling, and even fasting all require someone to have a physical body. The interesting thing about The Sermon on the Mount is that the Savior clarifies that if we want to physically keep the commandments then we must control our thoughts, because our thoughts direct our actions. Although, I have heard this before the idea flowered in my head as I thought over the importance of synergy with my spirit and body.
Honors Religion 211
Section 12
February 9, 2011
February 9, 2011
Sermon on the Mount
To understand the Sermon on the Mount I had to memorize more than just the Be attitudes. Originally, I thought that the entire Sermon on the Mount was just about the Be attitudes, but after talking about it in class I am overwhelmed by the value of the entire section. I particularly enjoyed the concept that we came to earth to not only get a body, but to learn how to master our bodies and the physical wants, needs, or desires. As I thought about the different commandments, murder, stilling, and even fasting all require someone to have a physical body. The interesting thing about The Sermon on the Mount is that the Savior clarifies that if we want to physically keep the commandments then we must control our thoughts, because our thoughts direct our actions. Although, I have heard this before the idea flowered in my head as I thought over the importance of synergy with my spirit and body.
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