Grad School

I did it! I'm in and start January 2011! Hello UWB I'm once again yours.

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So I landed a job!

After 5 interviews in 4 districts I finally got a happy call back! Last Thursday I interviewed in the mukilteo SD. I walked in not knowing much of the job description but soon learned it was a developmentally delayed preschool class newly created due to numbers. To be perfectly honest I have no prior experience in dd classrooms but I am up for the challenge. I have been so wrapped up in determination of finding a continuing job that I was willing to take most paraeducator openings.

The interview went well. I especially enjoyed the principals level of energy and the interviewers (3) of me. I'm glad to have successfully gotten my foot in the door. Of course I can't help but feel sad because its not what at all I expected to be doing but I guess this is what life is about.

It's a tough job market out there and I'm hoping this job suits me well and is the beginning of more grand opportunities!!

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The "I Want a Job" Blues...

Ask me how I'm feeling. I'll give you: tired, stressed, annoyed, frustrated, let down, yet slightly hopeful.

Ask me what I want. I'll respond: "A job!"

Now you begin to ask, "Christina, why are you frustrated?" And I'll give you, "Because I haven't heard back from a job I interviewed with 2 weeks ago. I called HR a week after and recieved a very blah response. "The staff has not yet made a decision, the position has not been filled." So I'm still sitting here wondering and hoping with a huge weight on my shoulders. I've thought about how much I want this job and I really want it.

This leads to the second issue I'm struggling with that just pushes down on the feelings I mentioned above. See, I've become use to the grueling truth that I live quite a ways away from my ideal job. I've given into going the mile. Is it too much to ask to work at a school I could literally walk to? I can't even begin to explain this surreal feeling I get everytime I imagine myself walking to school as their future employee. Actually I can picture it quite well and I have a huge smile on my face while I do so!

You see, there is still a job listed at said school for Kindergarten and when I emailed today to see if this posting had been filled they responded with, "We will know by Friday if we need to interview for this job." Once again I'm left with a response that raises my hopes unfairly. I'm lost as to how I should be feeling.

I am a very systematic, organized, and routine-friendly fan! I need order in my life and I'm not sure how well subbing will fulfill this need. Do not get me wrong, I am thankful for any and all teaching jobs handed my way. Money and experience is money and experience right? Well, I'm just at a point in my life where I can't ignore this little, tiny, itsy-bisty ray of hope I can see.

I'm thankful to my friends who remind me everyday that stressing is a waste of time, the right thing will come my way and for those of you who share in this same feeling of not knowing what tomorrow will bring.

Here's to being optimistic, determined, hopeful and a whole bunch of luck- if it even exists!

Continuing the Job Hunt

It's been a stressful couple of months trying to find a job, a job the fits and makes me happy without being picky during these times. I've found the Snohomish SD online job opportunities site to be most promising. I check it everyday and I see at least one new opening a week. In fact, I've even began applying for classified (paraeducators, etc.) jobs as well.

Last Wednesday I was called for a preschool para job in the district and I was extremely pleased with how the interview went. I was able to meet both teachers and the principal and I left feeling great! Is this a step in the wrong direction? Hard to say. I like routines, and this job would provide me a daily and automatic schedule. While there is little to no curriculum in this opportunity, I am extremely excited to see where these kiddos come from developmentally and I would enjoy seeing how far them come over the year. How fun would it be to help them get ready for Kindergarten!

I am waiting to hear back about the job and it's a hard decision to make. Do I take the job if offered? What if I get another certificated opportunity? As you can imagine my mind is going a little crazy.

Just recently I've seen a few more postings, one for a first grade job in Lake Stevens, and a 2nd grade and 4th grade in Snohomish. I would be so greatful for any one of these. I'm hoping to get a call. I just keep telling myself, "What's meant to be will be."

I am so proud to keep reading about all the cohort friends of mine who are landing their dream jobs in local districts. I know they are doing fabulous!

The Job Search

It's official, I have my very first interview scheduled!!

I have been applying like crazy to districts that I know have open pools or available jobs. So far Lake Washington, Marysville, Snohomish, Lake Stevens, and Nortshore have my application. It was to my surprise that while far away on vacation I recieved a phone call for a full-time Kindergarten position. I quickly decided to cut my vacation short and head home. This opportunity was too good to pass up even though it's quite a drive from home.

We shall see how things work out. I'm keeping positive and taking this opportunity as a wonderful learning experience.

Stay tuned...

The Waiting Game

It has been a while since my last posting. Apologies on my part. I've ben unbelieveably busy over the last few months learning, teaching, and learning some more.

I've completed the UWB teaching program and attended 2010 commencement with my fellow cohorters on Sunday June 13th. It is a wonderful feeling to be done but I feel that now more than ever I am feeling the real stress. Not to say that the program wasn't a lot of hard work but finding a job is quite the process. So many school districts and so many applications. Unfortunately jobs aren't out in the open but a few birdies have been telling me that there are jobs available and that I should make myself available for interviews.

I am trying to say hopeful but it's hard. I want to land the perfect job. I want to be at a school and district that makes me happy. I can only be so picky right?

Student teaching was an amazing experience for me. I remember back to the first few months I was in the program and I was dreading student teaching. Myself during those months had very little confidence. I knew that I wasn't prepared but the closer and closer I got to Spring quarter the more I felt comfortable being in charge. The kids made it so easy and so did my Master teacher. She even felt comfortable enough to have me teach as her substitute for 2.5 days (with pay!) Let me just tell you how weird it was when I realized that you could actually get paid for this gig. The days fly by and it hardly seems like work compared to my previous employment opportunities. I can't express the happiness I feel when I am teaching. To love what you do is all you can really ask for.

All of my observations went well and my supervisor, master teacher, and principal had nothing but kind and encouraging things to say. The entire experience was a great confidence booster. I am thankful to Woodmoor for allowing so many of us interns to be a part of their school. While most staff was welcoming and acted as mentors to us, I always felt supported and valued.

Now I'm continuing to fill out applications and hoping to get a phone call in the next few months.

One Happy Busy Bee!

I love the days when I am teaching, the sun is out, the math lesson of the day brings us on to the playground, and the Principal shares an awesome review with me about how well I did the previous day! It's days like today that make me thankful I'm in this profession!

I am still busy trying to get all of my Intern substitute paperwork in. It's quite the process...so many papers need to be turned in many different places and all by a deadline. It will be nice to be paid for a few days out of my 6 week internship. =)



I was able to interview a K, 1st, and 2nd grade teacher today about their teaching philosophies, their methods of instruction etc. It was fun to just listen and look around their rooms. It's nice to see what experienced teachers are doing, what they have learned over the years and to see how I could incorporate their methods into my own teaching!

I miss my cohort members so much! Luckily I get to see the tomorrow at our seminar.

The Time has Come

We survived Winter Quarter, it was challenging yet rewarding! 18 credits, 4 schools, 6 classes, 24 Kindergartners, and 120 assignments. =)

I am thoroughly enjoying my Spring Break this week. I've been able to catch up with all of my wonderful friends I just haven't had enough time to see. I'm still in shock with how quickly this program has gone. Less than 2 months until June 4th and our graduation is soon thereafter. Still undecided about attending commencement.

Seriously contemplating getting our puppy in June now instead of July. I am so excited to meet her. Stella is her name and we can't wait to meet her.

April 19th is my first day of full-time student teaching. I am so excited that it is almost here yet unbelievably nervous. I'm hoping that I can stay organized, energized, and that it will be successful.

Hello!

Here is a short audio clip of myself with the help of Vocaroo
I encourage you to listen and try it out for yourself!



Find Vocaroo HERE

Literacy Response 2.5

Let me start today's blog with a quote I find worth mentioning. Delpit states, "One of the most difficult tasks we face as human beings is communication means across our individual differences, a task confounded immeasurably when we attempt to communicate across social lines, racial lines, or lines of unequal power. Yet, all U.S. demographic data points to a society becoming increasingly diverse, and that diversity is nowhere more evident than in our schools" (p. 66).

Delpit's article was quite interesting. I found myself questioning right along with the text. "How do we become engaged and learn when we cannot connect or relate with the teacher? What do we do when we just don't understand where someone is coming from?

It appears that much of what I'm learning stems from back bone of diversity. It's at the core of who we are, we are all different. I'm personally struggling to work through it, aiming for success despite it all. Delpit addresses the social, racial, and power struggles that exist today and I want to narrow in on the struggles that some learners will face an entire lifetime. How will I as a teacher allow them to see me as a person they can connect with?

Hudson, High, and Otaiba's article on dyslexia is hard to understand for me because I cannot relate or find a bridge to connect with them in order to make meaning for myself. I see dyslexia as something people struggle with, it isn't something I've experienced first hand and I don't understand it. I work with young students everyday who struggle to get word sounds on paper, spaces in between words, and decode for understanding. While they might appear to be dyslexic at first there is a good chance they aren't because young learners typically go through this process. Learning that for some, there may come a time when this stage just never gets surpassed leaves me feeling helpless. How do I help? Why do I feel like this is the first time I'm learning about this?

At least I know what dyslexia is not. I know what it doesn't mean. I know how it will never get solved. I'm still learning, and I know I'll never be done. I will meet many students who will struggle with things I may never understand. At least I will be able to look at them through fresh lenses, without bias, and without judgement. I want to be a teacher who can see someone struggle, take necessary steps, and allow them to feel like part of a world where diversity is okay, we can communciate effectively and it will begin in school.

I can see how these articles are similar because they address how we are all different. The world is full of struggle, full of people who struggle together, and full of people who struggle differently.

Literacy Response 2.4

How do I make leveled books more interesting and less of an identity factor?

Imagine a classroom of early and beginning leveled readers. Their world of reading independently is fairly new and sometimes just around the corner. Then ask yourself "What is the best way to display and group a classroom library that emphasizes and encourages students to practice and develop a love for reading?" Is the answer to categorize them into groups of easy, middle, and hard? Well, no. The issue here is that leveled books are categorised into letter ability in our classroom, and the closer you are to the letter "I", the "better" you are at reading.

Students, even at the young age of 5 know what A, B, C, levels are. They know who is a good reader, and who struggles. The books are blatanly labeled and the books within these levels are placed within tubs. Is this system organized? Yes. Is this system meaningful? Yes. Is this system widely used? Yes. Is it important to think about the implications that come along with any type of labeling? Absolutely.

Routman's chapter titled, "Organize an Outstanding Classroom Library" explains that students begin identifying themselves according to their level and this can cause a sort of a negative distraction when trying to encourage the love of reading to such young readers. Leveled books according to Routman, "aren't often a first choice" (p. 69). Our classroom library is distinct because leveled books are located in one particular section, and other classroom library books are on the other side of the room. Often leveled books take a greater amount of time to consider reading. In our class, many of the A leveled books are black and white copies, and full of dull content. Through my own experiences, I often have to remind my students they can only have 2 books that are not labeled, they often want more than allowed. I also have to encourage them and "sell" 4 just right books. They often search through many just right books before finally picking one. With this is mind, how do I provide a more interesting just right, leveled library for my students without being a millionaire? Black and white copies just don't work. Hmmm...

I find Routman's paragraph important and I feel that I am still at a loss for solutions. If I de-emphasize leveled books, how do I go about incorporating them with their purpose without focusing so much on the level? Students will always know who is the better reader, writer, etc.

Building Cohort Community

What I find so great about our Cohort is the opportunity we have to work with one another and to learn from one another. I am lucky enough to be in a cohort where 2 other ladies are also interning in Kindergarten and we have found a real advantage to working in groups together based upon our Kindergarten area of curriculum. We find strong advantages to working together because we are currently in the mind set of what will work best for K and how do we get the message across to them.

Recently, I've found Ann's blog to be helpful because she shares her own observations. I also took time to comment to her how we can most definately learn from one another through these next few months as we build our lesson plans around what we are learning now. Within Ann's Blog I found it important to comment under her posting titled, "Literacy, Winter Quarter, Week 1."

Leia's Blog is another great resource for me. Under blog positing titled, "Reading Essentials Chapter 4" I found it important to comment. Within her blog I am realizing the lack of book talk is quite common in both her and my classrooms. I find it beneficial once again to be able to keep our communication open in the form of a blog. While we all lead busy lives, the blog is available whenever we need to discuss or answer positive or negative concerns.

While Jocelyn's Blog discusses her own experiences within a 1st grade classroom, I realized I can learn a lot about how K will eventually transition. I specifically found motivation in commenting on her blog posting titled, "The Importance of Trust" because I too was able to invision myself in a certain aspect of her observations.

Literacy Response 2.3

Looking over both of my Literacy readings today as a comparative analysis, I've discovered two very different, yet similar articles I can use in my future teaching. Both Cooper and Routman use different approaches to teaching reading comprehension.

Routman's chapter titled, "Teach Comprehension" highlights a common missconception that students will automatically learn how to comprehend without illicit intruction on how to do so. I appreciate Routman's layout strategies. She beings by reminding the reader that we cannot forget to teach comprehension, and then smoothly transitions into how we can go about teaching using a variety of strategies. Some of these strategies were, writing to help recall, making connections to main ideas, self-monitoring, using notes, summarizing, grouped discussion of the reading, etc. Each strategy is positively mentioned in a few paragraphs.

Cooper's article, "How to teach strategies for constructing meaning" is similar in the fact that it lays out clear and easy to follow guidelines. I can also appreciate their articles format because it includes an easy to follow poster-style layout to help the reader (of any age level) understand how to go about constructing meaning. I even enjoy how Cooper makes the approach user friendly.

Both writer's use many of the same approaches but go about teaching them in different styles. Both use visualizing, connections, monitoring, and inferencing in their approach.

If we align these strategical approaches to that of the optimal learning model we see how important it is to not only teach comprehension but to also model how we ourselves as teacher use our own comprehension processes. Routman takes the time to explain the importance of modeling, and this approach more often than not allows students to see the benefits.

In my own observations, I have seen some guided practices used in writing personal stories. Kindergarteners are encouraged to write everyday about something they experienced. Through their writing we are teaching them to reread what is written in order to make sense of the story. Because K is still at the beginning stages of reading for comprehension, they are still just learning how to read. I think that even when students are reading their own writing they are using re-reading strategies that will be invaluable for life. They are able to take more time to focus in on their ideas and construct them in a way that is understandable for the entire class.

I believe what is most important to note is the issue that Routman addressed, one that I hadn't really thought about. We must teach comprehension before we can test our students on their understanding.

Literacy Response 2.2

Regie Routman's Chapter on Teaching with a Sense of Urgency disucsses the "Top 5 Things I do to Ensure Students Become Excellent Readers." Of these 5: Demonstrate that I am reader, provide an excellent classroom library, let students choose books they want to read and give them time to read them, teach strategies students need to know to process and understand text, and evaluate students regularly, giving them feedback and helping them set goals I've found them all to be extremely relevant and useful. Right away I want to start discussing a few of these and how they pertain to my own teaching experiences. As a Kindergarten intern I've found myself struggling to help students find "Just Right" books of interest to them. Students so young are still discovering all the different types of books out there. The younger the level, the lack of interest in the reading subject. The truth of the matter is is that there aren't many books available at the A level. So how do I go about helping my students find books they are interested in? Get to know my students!

One of the other things Routman discusses is evaluating your students regularly while giving them helpful feedback. These last few days I've been working closely with 3-4 students a day while they read. I Listen and offer my support when needed. I've found this time to be especially beneficial for the students. They are given one on one time, someone is there to assist them when needed and they have the chance to practice reading aloud. I give at least one compliment and one suggestion for next time. Our meetings are casual, quick, and informational.

While I see all of these ideas as great, it is better to look at them as a whole rather than as separate parts. I strongly believe in allowing your students to see you as a human being. Letting them know that you too read and you have a library willing to share shows the students how reading can be good thing rather than just a chore that young students do.

Read on!

Literacy Response 2.1

Blog prompt: Reading Essentials Chapters 1, 2, 3: This section of the book is about the essential reading life. Pick a quote that strikes you as being important to your reading life as a teacher. Explain your choice and consider how it relates to your current teaching placement.

Response:
For this week's readings I've chosen to quote Regie Routman's idea of how and why we should find bonding opportunities with our students. Routman states, "Bonding depends on teaching that incorporates a learning model that assures success for all children. That is through demonstrations, invited participation, guided and independent practice, in an accepting and encouraging social and academic environment, students gradually become confident learners" (p. 13).

For me this quote speaks volumes to one particular experience I had just this last week during my first week back at my main placement.Thursdays are our reading buddy day and it just so happened that one student whom I've had a more difficult time bonding with was buddy-less. I quickly invited myself to be her buddy. I knew in the back of my mind that my time with her was crucial because our opportunity to bond had not yet happened. I wanted to take advantage of this opportunity. As we headed out into the hallway to read a few of the books we selected I found her to be delightful. The one on one time was just what our student-teacher relationship needed. This was a positive experience for the both of us. She read to me and I read to her. I helped her to reflect on her favorite parts and I watched her as she created a drawing. I wanted to create a positive experience for her because I wanted her to know I care about her even though I havn't had the time to let her know.When we were reading together she frequently told me she couldn't read and that I should do it. Right away I knew that if I could create an inviting, accepting, and encouraging session with her that maybe her confidence would inspire her to give it a go, and she did! When she struggled, I told her that it was okay and when she read an entire sentence I modeled positive reinforcement.

I felt that our time together was successful in a number of ways. Eventhough our session was only fifteen minutes, it was exactly what we needed. I learned more about her as a person, and as a reader. Hopefully she learned that I am here to help her. I hope to have the opportunity to always take this experience as motivation.