December Update

I was in need of a break; long and stress-free. To my surprise, winter break soon knocked on my door.

A few minor changes took place in the month of December. For example, my independent component was in dire need of an update and so it was [partially] updated. For more detailed explanations of what changed click here. This past month I also had to let go of one of my mentors, which was decided for the best not too long ago. In a couple of my previous blogs, I briefly mentioned the conflicting schedules I had with my mentor. She hadn't emailed me to attend her mentorship in weeks so I sought out a new mentor. New year, new mentor. I look forward to shadowing a first grade teacher who tracks reading success of her students with modern tech. Cool right? 

If I had my own classroom, I hope it will look and STAY organized like this one.

This month I have been extremely interested in the functions and layouts of an effective learning environment. I've learned that it's impossible to add more hours into a day but that it's possible to have more hours of actual instruction time. How? By building a tighter routine and creating a solid workspace. I plan to carry this topic into the month of January and design a classroom layout that's designed for learning. Below are some of my favorite decorated doors that both excites and motivates students.      

"Winter, A lingering season is a time to gather golden moments, embark on a sentimental journey, and enjoy every idle hour." - John Boswell

November Update

GOBBLE GOBBLE! Thanksgiving break is sadly coming to an end, goodbye November. You will be missed. 

For the past month, I've been visiting two of my favorite places. The first place being the wonderful library, mainly for research, and the second place is... (drum-roll) Starbucks! Even though I don't drink anything with caffeine, I still go to Starbucks. Why? They serve a mean hot chocolate that goes perfectly with the cold weather and a good book. My topic, Elementary School Teaching, has surprisingly allowed me pick up some great books at my local library with ease. I've been reading Great Habits Great Readers by Paul Bambrick-Santoyo, Aja Settles, and Juliana Worrel for almost a week. Although I haven't read very far into the book yet, its given me the foundation to a possible answer for my essential question. Another book that has given me more insite to my senior topic is The Parent Backpack for Kindergarten through Grade 5 by ML Nichols.

I haven't had the opportunity to attend mentorship recently due to complicating schedules. For this reason, I was in search for another mentor and decided to contact my summer mentors. By the end of the week, I'll hopefully be able to resolve this hiccup. My independent component was going to be 30 hours with my mentor but because of my current situation, mentor-less, I thought about designing a unit that would improve a student motor skills instead. I'll be consulting with my house teacher in further detail when the break is over. 

Above there is a video of a very festive and easy craft for kids. If you have any free-time and bored children under the age of seven, this will entertain. Trust me. Now, this month's quote is one of my favorites yet by John Fitzgerald and could be to deep for the children, but, it's fitting for the month of November.  

"As we express our gratitude... we must never forget that the highest appreciation is not to utter words, but to live by them." - John Fitzgerald Kennedy 

Blog 10: EQ

Content

1. Essential Question 

Once a topic is chosen, the student will develop a working essential question.  The purpose of the working essential question is to help the student build a strong foundation of research which will allow her or him to create an essential question that encourages depth and rigor in the chosen topic.  An essential question must:

•    Provide a framework for studies (It calls for breadth and depth of research, Is not a yes/no question)

•    Take a stance (It allows you to argue some point, Cannot be a recitation of facts or a list)

•    Format (It is specific, The wording makes sense)

I reviewed the rule of three for writing an EQ.

2.  Review the following EQs: Tell us if each meets the rule of three. Tell why they do or don't.

 a.  What is the most important factor in healthy weight loss?

Does NOT meet rule of three. The question doesn't allow "breadth and depth of research" because it isn't specific enough. 

 b.  What is most important to securing a conviction in a criminal investigation?

Meets rule of three. The question is clear and concise, allowing for a wide range of possible answers.

 c.  What is most important in creating a hairstyle that best satisfies a customer?

Does NOT meet rule of three. The question isn't formatted for yes/no answers, but it creates list answers.

 d.  How can an anesthesiologist best treat chronic pain?

Meets rule of three. The question takes a stance, allowing you to research properly and the format meets rule(s).

3.  Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project.  

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

Blog 9: Lesson 1 Reflection

Content:

1. Positive Statement 

What are you most proud of in your Lesson 1 Presentation and why?
I am most proud of how my hook activity was executed in my Lesson 1 Presentation. When I presented the color theory [hook] activity, I explained what there was to learn from it and referred it throughout my presentation with examples of real life scenarios. My house seemed to enjoy the audience interaction that came from the hook and some laughs were shared, creating a calming atmosphere. 

2. Questions to Consider (a-b)  

a. What assessment would you give yourself on your Lesson 1 Presentation (self-assessment)?
AE    P+     AP     CR     NC

b. Explain why you deserve that grade using evidence from the Lesson 1 component contract.
I believe that I earned a "P+" overall for my Lesson 1 Presentation. I was an effective communicator, balancing "volume/enunciation" and "body language/eye contact," and successfully engaged my audience. I meet all the "P" considerations requirements and posted this reflection blog after my presentation.  

3. What worked for you in your Lesson 1?
What worked for me, in my Lesson 1, was the amount of time spent planning what I wanted to present and then also rehearsing out loud a couple of times. I believe that because I made the effort to rehearse, each time under 10 minutes, I was able to get a better idea of the time constraint in Lesson 1. I felt much more confident because of the prep and did not go over time.  

4. (What didn't work) If you had a time machine, what would you have done differently to improve your lesson 1?
If I had a time machine, I would most likely rearrange some of the content of my lecture. My senior topic, Elementary School Teaching, in a way is very broad. This is a reason as to way I had a variety of research to present, but, next time I would defiantly try to narrow down my topic and focus on more specific research to present.  

October Update

When I think of October, the first thing that comes to mind is... HALLOWEEN. Happy Halloween! If you don't celebrate or practice other traditions, Happy Friday to you! But, because I do in fact celebrate Halloween, I spent some time researching and coming up with ways to tie this well-known holiday to early childhood development. What do you mean Ingrid? Well reader, while researching I acquired new knowledge that led me to discover that it's crucial to develop fine motor skills at an early age, because it contributes to communication and self-expression. (Things all children struggle with, one way or another.) By creating hands-on activities, making it more engaging with themes like Halloween, the children are able to relate and process what is being taught to them. 

  

Tampa Child Care Examiner, Donna Ackerson, defined motor skills as "muscle strength, coordination, and normal sensation." A child's motor skill-sets are what allows them to perform tasks such as cutting out shapes and drawing straight lines. Above I have three different crafts, all Halloween themed, that allow students to nourish fine motor skills; thus maturing their nervous system properly. The first craft is simply painting out a candy corn on a miniature plant pot, teaching "muscle strength" when using brushes. The second craft requires the children to cut out small squares and glue them onto construction paper to form candy corn, developing muscle "coordination." And lastly, the third craft is where the entire class individually make a web using pipe cleaners and a paper plates, reinforcing "normal sensation". Three similar but different crafts. Before closing of this blog post, I want to share an interesting message that made me think about my viewpoints on Halloween and children. It's a small text image located on the right column, under "IMPORTANT NOTICE," and you'll be directed to the page where I found it if you click the image. Now, onto my monthly quote written Mr. Wolfe.  

"LISTEN! The wind is rising, and the air is wild with leaves, we have had our summer evenings, now for October eves!" - Humbert Wolfe

Blog 8: Research and Working EQ

1) What is your working EQ?

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

2) What is a possible answer to your working EQ? Please write the answer in thesis format.

What is the most effective way to produce fluent readers in elementary school with the basis of the arts? 

• Determine whether the student is a visual and/or an auditory learner by utilizing classroom resources and supplies.
• Assess each child individually to conclude their capabilities and potential, directing them to the appropriate reading star level.

 3) What is the most important source you have used that has helped you come up with an answer to your working Essential Question?

Visual Thinking Strategies by Philip Yenawine (BOOK)

The most important source I have used that has helped me come up with an answer to my working essential question is a book by Philip Yenawine. His book, Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines, was published recently (last year!) by the Harvard Education Press in Cambridge, Massachusetts. The main reason why I deem this book to be the most important source is because it explained how it was able to teach VTS, Visual Thinking Strategies, to educators in the nation. I especially enjoyed the way the book was written! It was easy to follow and provided specific references to studies conducted for the development of VTS.   

4) Who is your mentor, or where are you doing your mentorship, and how does what you are doing relate to your working EQ?

As mentioned in my previous blog, my mentor is Mary Peterson, an educator at Lark Ellen Elementary School in Covina. I have not been able to go to mentorship much this month, due to conflicting schedules, but the times I've been able to go has been full on exposure with the children (both first and second graders). What I am doing relates to my working EQ because being able to observe and learn about social interaction amongst children allows me to better understand how they process information. Thus, allowing me to determine the ideal way to address their academic needs. 

Blog 7: Independent Component 1 Approval

What is it? Independent Component 1 is an opportunity for you to add a dimension of creativity and/or and additional outlet for research. The goal of the component is for you to explore your topic in more depth with this component. 

Please answer the following questions for independent component idea approval.

1. Describe in detail what you plan to do for your 30 hours.

For my 30 hours, I plan to design a mini reading and writing unit for first graders and also work with my mentor as an additional outlet for research. My topic, elementary school teaching, goes hand in hand with a child's psychological and behavioral development. I feel that if I have constant exposure to the age group (first graders) and their raw potential, I'll be able to discover more about the way they think and learn. The unit will include several activities and different approaches to teaching sight words (or vocabulary) in a fun and artistic manner. An example could be shaping Play-Dough into a sight word or with yarn, outlining each letter of a word on their weekly spelling list. Endless possibilities. 

2. Discuss how or what you will do to meet the expectation of showing 30 hours of evidence.

In order to meet the expectation of showing evidence, I will be documenting what I do by taking pictures. For any activities or crafts that I do, I'll keep some of the hard copies. Other than keeping record of the time spent working on the component in google docs, I'll be able to show the unit once finished. 

3. And explain how what you will be doing will help you explore your topic in more depth.

As mentioned before, I believe that being out in the field and working with the elementary school students, would allow me to learn more about the way they process things. By shadowing my mentor and designing a unit, I'll be able to observe the students little quirks and be able to (hopefully!) determine which teaching stye would best fit their needs. By doing these fun activities, I would be reinforcing what the teacher taught them, almost like reviewing the content, allowing them to have a positive interactive experience with the basis of the arts. 

4. Update your Senior Project Hours log.

My Senior Project Hours log is updated and can be viewed here.

September Update

The month of September is normally when everyone goes back to school. It's the time to bid farewell to summer and greet autumn. For teachers though, it is NOT the time to be making lesson plans or creating class activities. Yes, procrastination is very much ill advised (shocker). Preparations made for the new school, an idea adopted from my mentor, should be done well in advance. If an unforeseen event were to arise during the school year, having had things sorted out from the very beginning would diminish the damage of the unforeseen event. 

An elementary school classroom arranged and run by my mentor, Mary Peterson, who teaches both first and second grade.

My mentor's classroom is both clean and organized. Its neat really. Elementary school classrooms, especially those belonging to lower grades, have a distinct scent. The mixture of liquid glue and apple juice would be the best way to describe it. Having that said, I was surprised by how well maintained the classroom was in. How is that possible? ORGANIZATION and CLEANLINESS. The teacher, my mentor, not only covers common core standards, but also teaches them about good citizenship and order without them realizing it themselves. Below are some examples for organization. 

I will continue to attend mentorship on Friday and I look forward to learning the tips of what my mentor has picked up over the years in her profession. In previous years, I volunteered at an after school tutoring program called THINK Together. I personally had a great time with the kids and contacted the program coordinator for the possibility of mentoring with them. I haven't received a confirmation as to whether or not I'll have a second mentor, but whatever the outcome I'll be volunteering with them Tuesdays and Thursdays. Now, to close of this post, I decided to leave a lovely quote about the seasons changing.

"Come said the wind to the leaves one day, come o'er the meadows and we will play. Put on your dresses Scarlet and Gold. For summer is gone and the days grow cold." 

- George Eliot

Blog 6: Second Interview Preparation

The purpose of this second interview is to justify your mentor as an expert in the field. Thus, you will be asking them at least 5 questions about their background and/or the background of the organization or company where they work. 

1. Who is your mentor and where do they work?

My mentor, Mary Peterson, is an educator who teaches both second and third grade. She works at Lark Ellen Elementary school in Covina. 

2. What five questions (a-e) will you ask them about their background? 

a) Where did you attend college/university and what were your reasons behind your choice of major?
b) How did you begin your career path to elementary school teaching and is it different to how others (previous teachers, colleagues, etc) begin? 
c) What are some pros and cons when working in early childhood education?
d) Based on your own experiences, what have been some challenges you've had to face as a public educator? Are there any current obstacles?
e) Could you name and describe skill-sets that would prove to be beneficial when working in this field?  

Blog 5: Mentorship and Research Reflection

Based on what you have done for your senior project so far, answer the following questions (be specific and use examples). 

1) Mentorship question: Describe your experience in how you found your mentorship? If you haven't found one yet, describe your experience so far in the search of a mentor.

For my senior project, I knew that I wanted to do something in education and the psychology behind it. But, it was a challenge to find a mentor in that field of study due to the fact that most psychologists require people to be at least 18 years old to work or intern with them. In late November, I will be reaching the tender age of 17 which, unfortunately, limited me when trying to find a mentor. 

I like to think that I am the definition of a visual learner. Just today, I had a presentation for my social studies class where my group and I had to discuss two court cases that dealt with matters of equal opportunity. We were required to create a poster for both cases and had to draw out five visuals that represented our case. When researching information on the assigned cases, I would read the text and understand the factual information. But it wasn't until I drew out pictures to represent the cases, that I actually grasped the information. Everyone in the world is different, so I understand that education may differ upon factors such as geographical region, gender, religion, etc. But what if applying arts into the curriculum could give someone a competitive edge over someone without that influence?

After some great thought, I decided upon the idea of having my senior project explore teaching, with fundamentals found in art. At first, I wasn't sure of what grade levels or age group to focus on, but then I remembered that I generally found younger kids, six to seven year olds, more compelling because both my brothers were once in that stage of life. I had emailed a couple teachers from my local elementary school and was able to complete my summer mentorship with them. When I had to search for my current mentor, my fifth grade elementary school teacher came in mind, and so I sent her an email as well. I discovered that she was teaching a combo class this year, second and third grade, so I took it as a sign and graciously asked if I could mentor with her.               

2) Research question: What has been your most important article you have read so far and why?

From what I have read so far, I believe that my most important article would be by Sally Gifford from the NEA, National Endowment of the Arts. The article New NEA Research Report Shows Potential Benefits of Arts Education for At-Risk Youth was electronically published in March of 2012, so the information is current for my topic and the author provided specific references to data by the U.S. Department of Education. The article itself reports of a study where students have a "better academic" standing if they have had accessibility to art. The activities used to track the levels are art forms were music, theater, leadership, and more. The author wrote that students with these high exposures to art have a 47% higher rate in volunteering and were "more civically engaged" than low income students. I believe this article was important because it reveals that the arts could help low income students due to the studies results of better academic outcomes from those with significant art exposure. 

August Update

It's hard to believe that my LAST first day of high school was almost two weeks ago. (My younger brother, who is turning six in September, told me I was "old" now. Geez, thanks little man...) To be honest, I cannot quite make out what I'm feeling. I'm both ecstatic and blue about this final school year and of the thought of graduating. Senior year isn't going to be easy, but I wouldn't want it any other way.

I found that this homemade sign created a very welcoming atmosphere for parents
visiting their child's elementary school classroom. 

For my summer mentorship, I observed and assisted an elementary school teacher who taught first graders how to become fluent readers. I enjoyed working with this age group, consisting of 5-to-6 year-olds, but I want to take the opportunity of mentoring with someone who instructs upper grade levels. In doing so, I believe that I would be able to find a grade level I'm suited to teach.

My mentor's elementary school has just recently begun their 2014-15 school year, so it has been a challenge to set-up a schedule for me attend mentorship. As mentioned in the previous blog, my mentor Ms. Peterson was once engrossed in the art of fashion designing and now teaches third graders the importance of creativity learned from fashion. I will be meeting with her early this week to discuss when and what I would be doing with her for the month of September. I also plan to interview her for the interview component, because I believe that with her knowledge of teaching multiple grade levels, I could really narrow down my topic to teaching a specific grade level. When I go to see her on Wednesday, I really want to share some ideas I found for her classroom. A couple of the ideas I found on Pinterest are described below.

These personalized boxes are perfect for silent reading time, because it
 allows students to store their books in an organized fashion. 

Vinyl can go a long way and it's easy to use. Applying simple phrases anywhere in 
the classroom would make it more interactive and give it a clean effect.

I'm sure that my mentor has some classroom organizers of her own making, so I look forward to hearing what she thinks about the things I found and came up with. I could learn if they can realistically be applied to a working classroom or not. I will also be posting more classroom organization ideas and about my experiences working at an elementary school. In order to close off this blog post, I'll leave a quote from an iconic children's author.

"The more that you read, the more things you will know. The more that you learn, the more places you'll go." - Dr. Suess, I Can Read With My Eyes Shut! 

Blog 4: Interview Preparation

Content:

1. Who do you plan to interview? Why?

Early next week, I plan to interview Mary Peterson, an educator at Lark Ellen Elementary School. In previous years, Ms. Peterson was captivated by the art in fashion and had been working in the business. Today she spends her days teaching and working with elementary school children, but applies the creativity derived from fashion to teaching. I choose to interview Mary Peterson because I believe that since she has taught both third and fifth grades levels, with the influence of an art, it could help me decide on which grade level I would like to teach.

2. You have to ask five (a-e) questions. What additional questions do you plan to ask? Ask opened-questions. What are open-ended questions? Click here! If that doesn't help, try this one. Click here?

 a) I'm interested in studying ____________. What can you tell me about it?
 b) From your perspective, what could I study that would be significant?
 c) Who else would you recommend I talk to?
 d) What kinds of places or activities do you recommend I do for the mentorship component?
 e) What books should I read in this field?

What is your approach to addressing and covering the common core standards?

Why did you decide to change your career path to elementary school teaching?

How do you manage to communicate effectively with parents?

What is it like to teach third graders vs. fifth graders?

Blog 3: Topic Choice and Working EQ

1. List your topic here: Teaching Elementary with the Basis of the Arts

2. Write a question that helps to focus your research this month.

How does applying the arts to a child's education affect their psychological development?

3. Post the working bibliography (WB) on the right hand side of the blog and share it so anybody can view it.

My working bibliography (WB) is posted on the right, under my Mentorship Log, but it is also here.

Blog 2: Summer Mentorship Component

Content: (directions) 

Answer the following 5 questions. Remember to link the log of your mentorship hours using google docs (drive). Post your blog response on your senior project blog. We check it there.

Literal

1. (Know) Using google docs (drive) link a log of specific hours and a description of your duties (click here for an example) to your blog post.  

My Summer Mentorship Log

2. What is the contact name & number of where you volunteered?

AnnMarie Krall

(626) 974-4510 
Lark Ellen Elementary

3. (Need to know) What questions were raised because of the 10 hours of experience? List them.

How will teaching methods change with the rise of the technological age? Should I be keeping up-to-date with what technology is all ready being used in the classrooms? 

If I were to teach english abroad, after college, what other requirements would have to be done?

In what ways could applying art and music into the curriculum impact students in a positive manner? Who and how has successfully accomplished this?

Addressing the needs of visual and auditory learners can be done by?

Interpretive 

4. What is the most important thing you gained from this experience? Why?

Keeping a positive outlook on any given situation is the most important thing I have gained from this learning experience. People tend to make rash decisions when all hope seems to be lost and when patience runs out. Working with children and spending time with them made me realize that they are at a crucial age in their development. They are absolute sponges, mimicking you in every way. These young students spend most of their time with you and if they see that you are supportive, rather than being pessimistic, it encourages them to be the same. I will become an exemplary educator and I believe that bidding farewell to negativity helps me grow as a person and as a teacher.

Applied

5. What is your senior project topic going to be? How did what you did help you choose a topic? Please explain.

As stated in my first blog, my senior topic is going to be on teaching elementary school and how applying art into the curriculum could prove to be beneficial for a student. As a child, my mother enrolled me in drawing classes, martial arts, and music lessons. I personally enjoyed them and I have always believed that because of the childhood I had, surrounded by the many arts, allowed me to relish learning. After observing an elementary school class and giving a hand from time to time, it reinforced my belief of positive outcomes for child development from art in the curriculum. The students were participating in activities designed by the teachers that targeted the different areas of art. I wish to explore more about this by making it my senior topic, being something I would equally enjoy and be fascinated with.

Blog 1: 2-Hour Presentations

1. What presentations did you see?

In two long weeks, I attended 16 different presentations that were both insightful and tiresome. People of my age have an attention span of about 15 minutes, so the idea of observing up to three “2-hour” presentations per day was thought of as torture by my fellow peers. But, by trying to keep a solid poker face and performing the occasional head nod when necessary, allowed students to get through the horrors of senior presentations. After viewing the presentations, I can look back and say I’m glad that I was a part of the seniors’ final days at I-poly, for they gave me an idea of what I will do for my own senior project in the future.

Below is a list of all the presentations I attended.

            Karate – Lizzeth Acuna

            3^rd Grade Teaching – Regina Rizo

            Creating a Franchise – Gabriel Mendoza

            Criminology – Arianna Castellanos

            Teaching 1^st Grade – Xena Perez

            EMT (First Aid) – Jeremy Ethridge

            Beauty Salon – Brianna Osorio

            HLE Officer – Devanna Terry

            Piano – Alyssa Casey

            Theater Tech – Johnathan Shoemaker

            Counseling – Kimberly Gonzalez

            Marketing Management – Vanessa Pacheco

            Business (Corporate Leadership) – Juan Munoz

            Theater Acting – Gustavo Rios

            Party Planning – Leslie Nunez

            Product Marketing and Advertising – Miguel Samonte

2. What questions do you have that haven't been answered about the senior project? This can be about the senior project in general, any components or about a presentation topic you saw or what they said.

•      How much is our project grade factored into our core classes?
•     Is there any paperwork our mentor must fill out, other than mentorship hours?
•     How much time is spent crafting our essential questions and when do we need to have our               EQ set in stone?


3. What has the most important part of the senior project based on what you are seeing in the 2-hour presentations?

Based on what I saw in the 2-hour presentations, the most important part of the senior project was for the student to understand their essential question and be able to properly execute their answers from their research. There were several presentations where they quoted their slides and didn’t go into depth with their answers. They have been at I-Poly for almost four years and I understand that not everyone is great at presenting, but reading from slides alone won’t guarantee that your audience is on the same page as you.   

4. What topic are you considering doing and why?

A topic I am considering doing is teaching elementary and how applying art into the curriculum impacts child development, as well as the learning experience. There have been psychological studies that have revealed that having an artistic outlet while learning has created a positive effect on students. I enjoy working with children and teaching in general has been a career path I’ve always wanted to pursue, so in choosing elementary teaching, I wish to better understand the different educating methods allowing me to develop my own style of teaching.


5. What are you doing for your summer mentorship?

For my summer mentorship, I plan to shadow a current 3^rd grade teacher at a local elementary school. I will also help the teachers at the school with decorating classrooms, organization, and possibly learn how their lesson plans are created from state standards. I will be spending plenty of time at the school, so I wish to familiarize myself with the area and meet faculty members while learning about what their job requires of them.