It has been awhile since I blogged here. I have been busy with reading and completing assignments for my classes. Anyways, I checked my grades and I did well overall. I'm just waiting for one more class grade. The grading period ends on this Monday, the 19th.
My classes next term will be on Monday and Tuesday evenings. It means I can do my FE (Field Experience) days on Thursday mornings; it means I will have 10 times being there before Spring Break starts. The only thing I can complain is the commute. (I just don't like driving long distances/time traveling by myself.) I now realized why the placement officer set me at King Elementary. It's a safe place for student teachers to learn about being a teacher and practice with experienced teachers. I found out one of the sixth grade teachers there will be co-teaching one grad class in the Spring term. My advisor told me that sixth grade teacher's classroom will be my Spring FE. That will be interesting. I already did two hours observation in that classroom earlier this term. I never thought I will experience sixth grade since my main focus has been fourth grade. Maybe I'm doing first grade is to make me a stronger teacher out in the teaching world. My previous field experience/student teaching was with a class of first and second graders. Maybe it's my second chance to make it right again.
I like Lynne as my advisor. She told me it's all about the learning. With Lynne, she supports me in my development as a classroom teacher. She's my advocate. I feel that the advisors from the program really cares about us and want us to succeed. They will help you find solutions to your problems as you grow as an educator. I'm just glad I'm here at Marylhurst. Even though going here is pricey but I will gain some rewards such as positive support, better preparation for my teaching career and meeting such nice people in our cohort. Funny thought, if I graduated back in '07 from WOU's ed program, I would have been teaching for 5 years now. Life happens.
Actually I am enjoying my Marylhurst experience. I know, the classes this term tend to be a bit crazy and I got lost a few times but overall, they aren't too bad compare to my first ed program experience. See the big picture. This term is just an introduction of the education system and just practice what we know. If I don't know it yet at this point, I will learn it next term and the terms after that. I look at the program's schedule and I like how the MAT program is scaffolding us. I checked out the other MAT programs in the Portland area and their full time programs are done in one year and it's a rush. With them, you won't feel so connected with your cohort members and don't get hands-on experience right away from what I understand when I went to an information night there. No ed program is perfect. But with Marylhurst, at least they are preparing us about the realities of teaching and help us built our professional side as educators. I have a friend who graduated from Concordia's MAT program last May and she feel like it was a rush and she wasn't fully prepared when she went out teaching at her current teaching job even though she did the two year part-time program. But she's doing fine since she has years of experience as an educational assistant and had to teach small groups or individual students. The reason why she got her job so fast after graduation is that she is Spanish speaking since Spanish is her native language. She is working at a Spanish Immersion school.
Saturday, December 17, 2011
Monday, October 10, 2011
First Day Reflection at my Field School
In my posts, I will only use pseudo names to protect people's privacy. Marylhurst's MAT program believe in placing teaching candidates in real classrooms right away. This term we are placed in a classroom during our field experience. We get to observe how the teachers work and later on do a couple activities with the students. The teacher of the classroom is our cooperating teacher. They cooperate with the university to help prepare us for our own teaching profession. We learn from our cooperating teachers from their good example of being good teachers as they are recognized by other people.
I am placed in a first grade classroom at an elementary school in Oregon City. My cooperating teacher is Betty Rainer and she's on her fifteenth teaching year there. This year is her ninth year teaching first grade after a seven year break when she taught a year of third grade and six years of fourth grade.
Last Friday, I showed up to the elementary school as my first day there. I met with the principal, Mr. Laker who seemed to be everywhere in the school. The school secretary had to call him in for my meeting with me. I was surprised how young he is, I think he's in his 30s. The elementary principals I know of tend to be older women and sometimes older men in their middle ages. Mr. Laker gave me a quick introduction to the school. At this school, the teachers teaches each student with his or her own individual learning plan as best as they can.
After our meeting, we sneaked a peak in my cooperating teacher's classroom. The class was quietly reading to themselves while I saw a group working with the Instructional Assistant (IA for short) named Wendy.
Mr. Laker took me to a room where a cooperating teacher meeting was being held in which it was led by the Academic Intervention Specialist, Hannah. I was able to set in for half an hour listening to the three third grade teachers planning their own adult learning goals for the classroom with Hannah. The teachers reviewed their last year's goals and reflect on any success that happened end of last year. Last year, their main focus was the math curriculum and creating it that all students can learn what they need to learn for third grade. Next, they decided what they need to work on for this school year. This year, the third grade teachers agreed to work on reading strategies. Hannah is there for the teachers so they have a support person to help for curriculum building. I learned that Hannah meet with a team of teachers from each grade level twice a year. If a teacher needs extra support, she is willing to set an appointment with that teacher and work with him or her. While the teachers are at this meeting during school hours, there are substitute teachers in charge of the teachers' classroom.
The last two hours, I spent observing my classroom placement. I was so excited to sit and watch. The moment I entered the classroom I felt safe, calm and ready to learn. I soon realized that Betty created a calm and safe classroom because of her calm and caring attitude. Her classroom is organized and neat. Everything has their place and students have their own place for their backpacks and jackets as well as their own seats for school work. I think she is passionate in creating a warm, calm and safe classroom so her students can learn in an open-way without a heavy load of stress.
During the class morning recess break, the kids went outside to play where IAs monitor the morning break time. One child came back with her breakfast and hanged out in the classroom. Betty do let kids chose to hang out in the classroom during their morning break if they behave themselves. I was able to do an impromptu-to interview with the dark-haired girl. She told me that she like Mrs. Rainer a lot because she is nice, thoughtful and kind. The girl enjoys learning from her teacher because Mrs. Rainer explain things clearly, uses pictures and movement to illustrate a point. The girl's favorite part of the day is recess. She loves to read a lot and she said that she learns from books. Though, she believe that thinking is a hard thing to do. She insisted that she can really learn a lot from reading books.
Even though, I was observing during my first time there but I ended up interacting with some first graders a few times. I can't help to sit back and not do something. It was during math time when I was walking around the room checking out what the kids are doing as I wrote notes down in my notebook. Betty and Wendy was checking on students individually. I noticed a few kids off-task because they were done with the first worksheet. I asked what they are suppose to do next. One boy said,"I'm waiting for the teacher to check my work. I can't go on to the next page."
I suggested that they could work on the next page since their teacher was occupied with a student and Wendy was with another student. A couple kids took my suggestion and continue to work on their math packets. At one point, I saw this little girl on the floor laying down and doing nothing. She had started the worksheet. I redirected her back to work and she did work for a few minutes until she got bored again. Later I found out that she may have a severe case of AHAD in which is in the progress. Betty hopes to get some support so she can better teach the girl. She had mostly able to keep the girl's safe but she worries if the girl is learning at all. She has worked with the girl one-on-one before. But Betty can't do that all the time since she has other students' to assess and keep track of their learning.
When the kids went off to their lunch recess, I got to talk with Betty. She thanked me for helping monitoring the students during math time. I said that I didn't even plan it. I did admit to her that it's hard not to interact with the kids when I am suppose to just observe. Betty still appreciated the little help I can give her.
When we were finishing our talk, she mentioned that she was going off to lunch with her students in the cafeteria. There is only one lunch monitor in the cafeteria. She said that she tries to eat lunch with her students as much as she can (if she wasn't busy with administration work) to stay connected with them but she also help manage the cafeteria. I suggested that maybe the school can start a lunch volunteer monitors through the parent volunteer program. Betty said that is a good suggestion and she will bring it up in the next staff meeting.
Today I also had about 3 1/2 hours in my field classroom. That is a bit more than expected. My field experience is 3 hours one morning per week. After observing, I had to catch up with Betty to ask my questions that I want answers to. Today's big excitement was getting new math white boards. I will share my reflection about this experience another day. I have so much homework. This Thursday, I have my first group project presentation for my child and adolescent development and learning theories class.
I am placed in a first grade classroom at an elementary school in Oregon City. My cooperating teacher is Betty Rainer and she's on her fifteenth teaching year there. This year is her ninth year teaching first grade after a seven year break when she taught a year of third grade and six years of fourth grade.
Last Friday, I showed up to the elementary school as my first day there. I met with the principal, Mr. Laker who seemed to be everywhere in the school. The school secretary had to call him in for my meeting with me. I was surprised how young he is, I think he's in his 30s. The elementary principals I know of tend to be older women and sometimes older men in their middle ages. Mr. Laker gave me a quick introduction to the school. At this school, the teachers teaches each student with his or her own individual learning plan as best as they can.
After our meeting, we sneaked a peak in my cooperating teacher's classroom. The class was quietly reading to themselves while I saw a group working with the Instructional Assistant (IA for short) named Wendy.
Mr. Laker took me to a room where a cooperating teacher meeting was being held in which it was led by the Academic Intervention Specialist, Hannah. I was able to set in for half an hour listening to the three third grade teachers planning their own adult learning goals for the classroom with Hannah. The teachers reviewed their last year's goals and reflect on any success that happened end of last year. Last year, their main focus was the math curriculum and creating it that all students can learn what they need to learn for third grade. Next, they decided what they need to work on for this school year. This year, the third grade teachers agreed to work on reading strategies. Hannah is there for the teachers so they have a support person to help for curriculum building. I learned that Hannah meet with a team of teachers from each grade level twice a year. If a teacher needs extra support, she is willing to set an appointment with that teacher and work with him or her. While the teachers are at this meeting during school hours, there are substitute teachers in charge of the teachers' classroom.
The last two hours, I spent observing my classroom placement. I was so excited to sit and watch. The moment I entered the classroom I felt safe, calm and ready to learn. I soon realized that Betty created a calm and safe classroom because of her calm and caring attitude. Her classroom is organized and neat. Everything has their place and students have their own place for their backpacks and jackets as well as their own seats for school work. I think she is passionate in creating a warm, calm and safe classroom so her students can learn in an open-way without a heavy load of stress.
During the class morning recess break, the kids went outside to play where IAs monitor the morning break time. One child came back with her breakfast and hanged out in the classroom. Betty do let kids chose to hang out in the classroom during their morning break if they behave themselves. I was able to do an impromptu-to interview with the dark-haired girl. She told me that she like Mrs. Rainer a lot because she is nice, thoughtful and kind. The girl enjoys learning from her teacher because Mrs. Rainer explain things clearly, uses pictures and movement to illustrate a point. The girl's favorite part of the day is recess. She loves to read a lot and she said that she learns from books. Though, she believe that thinking is a hard thing to do. She insisted that she can really learn a lot from reading books.
Even though, I was observing during my first time there but I ended up interacting with some first graders a few times. I can't help to sit back and not do something. It was during math time when I was walking around the room checking out what the kids are doing as I wrote notes down in my notebook. Betty and Wendy was checking on students individually. I noticed a few kids off-task because they were done with the first worksheet. I asked what they are suppose to do next. One boy said,"I'm waiting for the teacher to check my work. I can't go on to the next page."
I suggested that they could work on the next page since their teacher was occupied with a student and Wendy was with another student. A couple kids took my suggestion and continue to work on their math packets. At one point, I saw this little girl on the floor laying down and doing nothing. She had started the worksheet. I redirected her back to work and she did work for a few minutes until she got bored again. Later I found out that she may have a severe case of AHAD in which is in the progress. Betty hopes to get some support so she can better teach the girl. She had mostly able to keep the girl's safe but she worries if the girl is learning at all. She has worked with the girl one-on-one before. But Betty can't do that all the time since she has other students' to assess and keep track of their learning.
When the kids went off to their lunch recess, I got to talk with Betty. She thanked me for helping monitoring the students during math time. I said that I didn't even plan it. I did admit to her that it's hard not to interact with the kids when I am suppose to just observe. Betty still appreciated the little help I can give her.
When we were finishing our talk, she mentioned that she was going off to lunch with her students in the cafeteria. There is only one lunch monitor in the cafeteria. She said that she tries to eat lunch with her students as much as she can (if she wasn't busy with administration work) to stay connected with them but she also help manage the cafeteria. I suggested that maybe the school can start a lunch volunteer monitors through the parent volunteer program. Betty said that is a good suggestion and she will bring it up in the next staff meeting.
Today I also had about 3 1/2 hours in my field classroom. That is a bit more than expected. My field experience is 3 hours one morning per week. After observing, I had to catch up with Betty to ask my questions that I want answers to. Today's big excitement was getting new math white boards. I will share my reflection about this experience another day. I have so much homework. This Thursday, I have my first group project presentation for my child and adolescent development and learning theories class.
Wednesday, October 5, 2011
What Makes a Good School?
I have been so busy with reading and doing some work on the Moodle since I first started the program. I will post something about my child and adolescent development and learning theory class. Anyways, I hope I am able to set a study schedule for each of my classes.
Last night, I had the EDU 501 class. We recap on what we should have as class norms. Courtney uses practices in the classroom through us doing stuff. Last week, we discuss what we want to have as class norms. As a class, each of us were given 5 blue dot stickers to place which of the class norms we wanted. Class norms by the way is the guidelines on how we want the class to be. They are kind of like class rules. Courtney said that this is one way to build a classroom community. So by the majority of the stickers next to some rules, Courtney knows which one is important to the class. We had a final discussion on them. Courtney will edit our responses and in next class, we will see the final version. By the way, next Tuesday, I don't have class because there is a seminar for the secondary endorsing students.
Next, we had a discussion on our class textbook called The Children in Room E4:American Education on Trail by Susan Eaton. This book is a good read because it's in narrative form. The main character is a bright, 8 year old Latino boy who loves to learn who lived in Hartford, Connecticut (where Mark Twain used to live about one hundred years ago). Here is my summary of what I read so far and my personal reflection:
I learned a lot on how the government and ordinary people made decisions that created ghettos. This trapped many poor Black and Latino families in one place where they can't better themselves and be able to live in safer neighborhoods. I didn't realized that Hartford is the capitol of Connecticut where it once was beautiful city that Mark Twain lived for many years. The Hartford neighborhoods reminded me that there are so many of them around this country like Camden. I just can't believe that mainstream America let a city like Hartford to become so horrid.
As I am reading the required section of the book this week, it's funny how many urban cities that are made for the poor or working class for people of color. These once beautiful cities are now in squalor and violence. These are the places where many bright children grow up and end up still there or end up in jail or died. It was over a hundred years ago when cities were places to go live and work because of the industrialization. Many White farm folks couldn't farm anymore because of the cost of farming and other issues that pushed them to move into cities for work in factories. They created nice neighborhoods where people are safe, children go to school, families go to their place of worship in the weekend and people working at good wage jobs. Today's world, the best neighborhoods are out in the suburbs where good jobs and schools are located.
On p. 61, a newspaper reporter's reaction about the Puerto Ricans are so unfair. Does he realized that the American government and employers who started the migration of Puerto Ricans to filled job openings in making things at factories? When he said that the Latinos should stay in downtown or "go back where they came from," his words made me mad. Over 30 years ago, many Puerto Ricans immigrated to Hartford for a better life because their homeland was having economical issues. They wanted their families to have a better life without poverty's effects of losing love ones from starvation, disease and unsafe living conditions. By 2000, most of the Latinos were born there. The youth has no ties to their ancestors' homeland because they only knew the tough streets of America and American culture. The older folks lived in Hartford for so long that Puerto Rico is just a foreign country to them. If they all moved back to their homelands with their American-born children, they will be seen as foreigners by the locals.
I had never had anyone telling me to go back to "my" country before. But I read accounts about young Chinese-Americans who were told that and how it confused them greatly. I remember back in 10th grade when an American missile shot down at an old Chinese base; I was worried. The reason I even know about this was because of my U.S. history class. My teacher assigned us a weekly commentary paper on a current event of the week. I was looking in the Oregonian to find a good current event when a title popped out at me. I don't remember the exact wording. I think it had something like "U.S. accidentally shot off a missile in China." Is China mad at this? How could the U.S. shoot a missile using an old map? It was good that no one was hurt. What if this event caused a war between the U.S. and China? Whose side am I on? Since I am born here, I want to support my birth country. But since China is the homeland of my ancestors and where my relatives come from, I just want peace. I never want a war between China and the U.S. at all.
As a class discussion, we talked about what kind of issues many students are struggling with in American society and how they can still be left behind even if the "No Child Left Behind" policy is enacted to try to protect that. In my opinion, the concept behind "No Child Left Behind" is good but the accountability and the implementation of it is done so poorly that there are so many students being left behind especially the minority children who are living in poverty.
My class came up with a short list of why many students are still being left behind:
*mobility=students are moving around a lot because they are either from migrant working families or low-income families where they caregiver keep moving around to find jobs or for other reasons.
*poverty
*continuity of care=many students don't have a stable home life because their parents are in jail and living with relatives who are probably so stressed out with no community support or children in foster care that can be bounce from one home to the next or for other reasons.
*labeling of the students=when we label kids with AHAD or whatever label, many people box them in a category that it makes it hard for the student to want to learn and be able to be productive in society. With labels, some teachers see these students as "un-teachable." This is still happening even in the 21st century.
We finish off our discussion on what make good schools:
*Healthy food options
*Enrichment programs such as field trips to the art museum or cultural museum
*Strong leaderships in the schools so teachers have the support to really educate all students from diverse backgrounds
*Community resources for students and families who are struggling
*Safe school environment meaning students are free to be themselves and not having to feel like they are stupid or be bullied by teachers and classmates
*Safe school buildings so students don't need to worry if the ceilings are falling on them and other safety issues.
I want to add to the class list because I didn't really have a chance to share much. It's hard for me to do a whole class discussion because of the time limit and trying to jump in when I don't know when since my classmates are still new to me. I prefer small group discussions which I can be heard better. Though, we do have some group discussions. Okay, here is my add-ons to the list above:
*All school staff need to work together. Have a continuity of school norms as well as some basic class norms. For example, I noticed in Woodstock School that every classroom has the same noise level rules. So if one student goes to another classroom for reading, this person is familiar about how loud or quiet he or she need to be.
*All school professionals need to get good professional development training periodically. In doing so, it will check the attitudes of school staff to remind them to have a pure belief that all students can be taught and share their believes to their students that they will learn and able to move on to good things in life. Plus the training will give teachers some techniques and resources to teach students from diverse backgrounds.
This is a lot that I shared. I didn't even covered some other things we discuss in class. I written so fast that I don't have time to really edit my posts. I'm so busy with grad school. I hope you can understand what I'm trying to say. I will focus my energy on my papers and group projects for my classes. This blog is to really keep you updated in what's going on in my learning journey as a future educator. Yes, we have a lot of issues in our education systems in the U.S. I hope some of you are going to be good advocates to help make all our public school systems fair. I know that the PPS district (Portland) is trying their best. They have made some good strides to make sure all their students from diverse backgrounds have a good education. They are not perfect but at least they are trying and learning how to be better. For example, Franklin High School had bigger numbers of minority students to graduate last school year (Class of 2011). The rate of the minority students to graduate is about the same as the white students. I am so proud of that because it's my alma mater and I had some good teachers when I attended Franklin years ago.
Last night, I had the EDU 501 class. We recap on what we should have as class norms. Courtney uses practices in the classroom through us doing stuff. Last week, we discuss what we want to have as class norms. As a class, each of us were given 5 blue dot stickers to place which of the class norms we wanted. Class norms by the way is the guidelines on how we want the class to be. They are kind of like class rules. Courtney said that this is one way to build a classroom community. So by the majority of the stickers next to some rules, Courtney knows which one is important to the class. We had a final discussion on them. Courtney will edit our responses and in next class, we will see the final version. By the way, next Tuesday, I don't have class because there is a seminar for the secondary endorsing students.
Next, we had a discussion on our class textbook called The Children in Room E4:American Education on Trail by Susan Eaton. This book is a good read because it's in narrative form. The main character is a bright, 8 year old Latino boy who loves to learn who lived in Hartford, Connecticut (where Mark Twain used to live about one hundred years ago). Here is my summary of what I read so far and my personal reflection:
I learned a lot on how the government and ordinary people made decisions that created ghettos. This trapped many poor Black and Latino families in one place where they can't better themselves and be able to live in safer neighborhoods. I didn't realized that Hartford is the capitol of Connecticut where it once was beautiful city that Mark Twain lived for many years. The Hartford neighborhoods reminded me that there are so many of them around this country like Camden. I just can't believe that mainstream America let a city like Hartford to become so horrid.
As I am reading the required section of the book this week, it's funny how many urban cities that are made for the poor or working class for people of color. These once beautiful cities are now in squalor and violence. These are the places where many bright children grow up and end up still there or end up in jail or died. It was over a hundred years ago when cities were places to go live and work because of the industrialization. Many White farm folks couldn't farm anymore because of the cost of farming and other issues that pushed them to move into cities for work in factories. They created nice neighborhoods where people are safe, children go to school, families go to their place of worship in the weekend and people working at good wage jobs. Today's world, the best neighborhoods are out in the suburbs where good jobs and schools are located.
On p. 61, a newspaper reporter's reaction about the Puerto Ricans are so unfair. Does he realized that the American government and employers who started the migration of Puerto Ricans to filled job openings in making things at factories? When he said that the Latinos should stay in downtown or "go back where they came from," his words made me mad. Over 30 years ago, many Puerto Ricans immigrated to Hartford for a better life because their homeland was having economical issues. They wanted their families to have a better life without poverty's effects of losing love ones from starvation, disease and unsafe living conditions. By 2000, most of the Latinos were born there. The youth has no ties to their ancestors' homeland because they only knew the tough streets of America and American culture. The older folks lived in Hartford for so long that Puerto Rico is just a foreign country to them. If they all moved back to their homelands with their American-born children, they will be seen as foreigners by the locals.
I had never had anyone telling me to go back to "my" country before. But I read accounts about young Chinese-Americans who were told that and how it confused them greatly. I remember back in 10th grade when an American missile shot down at an old Chinese base; I was worried. The reason I even know about this was because of my U.S. history class. My teacher assigned us a weekly commentary paper on a current event of the week. I was looking in the Oregonian to find a good current event when a title popped out at me. I don't remember the exact wording. I think it had something like "U.S. accidentally shot off a missile in China." Is China mad at this? How could the U.S. shoot a missile using an old map? It was good that no one was hurt. What if this event caused a war between the U.S. and China? Whose side am I on? Since I am born here, I want to support my birth country. But since China is the homeland of my ancestors and where my relatives come from, I just want peace. I never want a war between China and the U.S. at all.
As a class discussion, we talked about what kind of issues many students are struggling with in American society and how they can still be left behind even if the "No Child Left Behind" policy is enacted to try to protect that. In my opinion, the concept behind "No Child Left Behind" is good but the accountability and the implementation of it is done so poorly that there are so many students being left behind especially the minority children who are living in poverty.
My class came up with a short list of why many students are still being left behind:
*mobility=students are moving around a lot because they are either from migrant working families or low-income families where they caregiver keep moving around to find jobs or for other reasons.
*poverty
*continuity of care=many students don't have a stable home life because their parents are in jail and living with relatives who are probably so stressed out with no community support or children in foster care that can be bounce from one home to the next or for other reasons.
*labeling of the students=when we label kids with AHAD or whatever label, many people box them in a category that it makes it hard for the student to want to learn and be able to be productive in society. With labels, some teachers see these students as "un-teachable." This is still happening even in the 21st century.
We finish off our discussion on what make good schools:
*Healthy food options
*Enrichment programs such as field trips to the art museum or cultural museum
*Strong leaderships in the schools so teachers have the support to really educate all students from diverse backgrounds
*Community resources for students and families who are struggling
*Safe school environment meaning students are free to be themselves and not having to feel like they are stupid or be bullied by teachers and classmates
*Safe school buildings so students don't need to worry if the ceilings are falling on them and other safety issues.
I want to add to the class list because I didn't really have a chance to share much. It's hard for me to do a whole class discussion because of the time limit and trying to jump in when I don't know when since my classmates are still new to me. I prefer small group discussions which I can be heard better. Though, we do have some group discussions. Okay, here is my add-ons to the list above:
*All school staff need to work together. Have a continuity of school norms as well as some basic class norms. For example, I noticed in Woodstock School that every classroom has the same noise level rules. So if one student goes to another classroom for reading, this person is familiar about how loud or quiet he or she need to be.
*All school professionals need to get good professional development training periodically. In doing so, it will check the attitudes of school staff to remind them to have a pure belief that all students can be taught and share their believes to their students that they will learn and able to move on to good things in life. Plus the training will give teachers some techniques and resources to teach students from diverse backgrounds.
This is a lot that I shared. I didn't even covered some other things we discuss in class. I written so fast that I don't have time to really edit my posts. I'm so busy with grad school. I hope you can understand what I'm trying to say. I will focus my energy on my papers and group projects for my classes. This blog is to really keep you updated in what's going on in my learning journey as a future educator. Yes, we have a lot of issues in our education systems in the U.S. I hope some of you are going to be good advocates to help make all our public school systems fair. I know that the PPS district (Portland) is trying their best. They have made some good strides to make sure all their students from diverse backgrounds have a good education. They are not perfect but at least they are trying and learning how to be better. For example, Franklin High School had bigger numbers of minority students to graduate last school year (Class of 2011). The rate of the minority students to graduate is about the same as the white students. I am so proud of that because it's my alma mater and I had some good teachers when I attended Franklin years ago.
Wednesday, September 28, 2011
My First Class: EDU 501
Last night I went to my first class of the MAT program. I was so excited. It has been a long time waiting. I started this journey to become a classroom teacher was over 10 years ago.
My Tuesday evening class is called Socio-Political and Social Justice (EDU 501) from 6:30-9:15pm. We only have 7 meetings spread out this term on campus. But we will do a lot of classroom and homework online through the Moodle online classes.
Here is a summary of what this class is entails (written by Courtney Vanderstek, my professor of this class): An introduction to the current social, political and ethical issues surrounding public education. License candidates will become familiar with the challenges facing students, families and communities in helping all students meet performance expectations. This course will meet the Anti-Discrimination content requirement.
If you don't understand that short summary, here is a longer summary by Professor Vanderstek: This course is designed to give aspiring MAT candidates a realistic introduction into the life and work responsibilities of a teacher. In addition, through this course, candidates will begin the profession-long pursuit of the understanding of how teaching shapes the lives of children and families. Because of the profound influence teaching and learning plays in the development of each student, teachers must develop a framework for ethical decision-making that promotes positive conditions where social justice reaches all children and families. Development of a personal and professional social justice framework in the context of schooling is a a necessary foundational expectation leading to a successful career as a professional educator.
The required textbook for this course is The Children in Room E4 by Susan Eaton. This will be an interesting book to read. This book tells a story about a real classroom and its students and how the teacher educated them. There is more than that in what I tried to summarized in one sentence.
Before the class started, I recognized at least six people from orientation last week. Courtney (she wants us to call her that) used some techniques on us that real teacher uses in the classroom. For example, we stood in a circle outdoors saying our name and one interesting fact about ourselves as Courtney lead it all. At the end of this process, a few brave souls volunteered to repeat back to everyone's names. She had ice breaker games which gave us time to socialize with each other. When we know each other, we can start to care about each other and we will create a caring and learning environment. Tonight, there is 24 of us (a couple people couldn't make it tonight). There is one other lady in the group who speaks English as a second language like me. And there is a young woman who is deaf. I enjoy watching her interpreters signing with her even though I don't understand ASL. Actually, the only thing I know is the ABCs and maybe a couple signs.
Last night, we also formed our learning teams for group work and accountability. Many of my classmates are working adults with busy lives so occasionally some of us may not be able to make it to class, so our learning teams will help provide class notes and up-to-date information. My learning team is called A.L.T.S. In my team, there is Tara who I kind of know from WOU; there is Aaron who actually spent his youth in SE Portland; and there is Leslie who is a mother of older children. Two of us are elementary focus while the other two is secondary focus.
I am looking forward to getting to know my team mates as well as my other classmates.
This Thursday, I have my first field experience meeting with Lynne, my advisor and my elementary cohort. We will learn what is expected in the field experience and what we are to learn this term in our classroom placements. After that, I have my development class with Lynne at 6:30 pm.
My Tuesday evening class is called Socio-Political and Social Justice (EDU 501) from 6:30-9:15pm. We only have 7 meetings spread out this term on campus. But we will do a lot of classroom and homework online through the Moodle online classes.
Here is a summary of what this class is entails (written by Courtney Vanderstek, my professor of this class): An introduction to the current social, political and ethical issues surrounding public education. License candidates will become familiar with the challenges facing students, families and communities in helping all students meet performance expectations. This course will meet the Anti-Discrimination content requirement.
If you don't understand that short summary, here is a longer summary by Professor Vanderstek: This course is designed to give aspiring MAT candidates a realistic introduction into the life and work responsibilities of a teacher. In addition, through this course, candidates will begin the profession-long pursuit of the understanding of how teaching shapes the lives of children and families. Because of the profound influence teaching and learning plays in the development of each student, teachers must develop a framework for ethical decision-making that promotes positive conditions where social justice reaches all children and families. Development of a personal and professional social justice framework in the context of schooling is a a necessary foundational expectation leading to a successful career as a professional educator.
The required textbook for this course is The Children in Room E4 by Susan Eaton. This will be an interesting book to read. This book tells a story about a real classroom and its students and how the teacher educated them. There is more than that in what I tried to summarized in one sentence.
Before the class started, I recognized at least six people from orientation last week. Courtney (she wants us to call her that) used some techniques on us that real teacher uses in the classroom. For example, we stood in a circle outdoors saying our name and one interesting fact about ourselves as Courtney lead it all. At the end of this process, a few brave souls volunteered to repeat back to everyone's names. She had ice breaker games which gave us time to socialize with each other. When we know each other, we can start to care about each other and we will create a caring and learning environment. Tonight, there is 24 of us (a couple people couldn't make it tonight). There is one other lady in the group who speaks English as a second language like me. And there is a young woman who is deaf. I enjoy watching her interpreters signing with her even though I don't understand ASL. Actually, the only thing I know is the ABCs and maybe a couple signs.
Last night, we also formed our learning teams for group work and accountability. Many of my classmates are working adults with busy lives so occasionally some of us may not be able to make it to class, so our learning teams will help provide class notes and up-to-date information. My learning team is called A.L.T.S. In my team, there is Tara who I kind of know from WOU; there is Aaron who actually spent his youth in SE Portland; and there is Leslie who is a mother of older children. Two of us are elementary focus while the other two is secondary focus.
I am looking forward to getting to know my team mates as well as my other classmates.
This Thursday, I have my first field experience meeting with Lynne, my advisor and my elementary cohort. We will learn what is expected in the field experience and what we are to learn this term in our classroom placements. After that, I have my development class with Lynne at 6:30 pm.
History of Marylhurst University
I know many people don't know about Marylhurst University. The campus is located 10 minutes south of Portland, Oregon on Highway 43, between Lake Oswego and West Linn. MU is the oldest Catholic University in Oregon.
Here is a general outline in MU history:
First, a group of Catholic nuns called The Sisters of the Holy Names came to the Northwest to serve the educational needs of the community in 1859.
In 1893, The Sisters of the Holy Names of Jesus and Mary started a liberal arts college for young ladies in downtown Portland, OR. The school was original called St. Mary's Academy and College. The Sisters realized young ladies didn't have much opportunity to have higher education so they believed it was an injustice.
(This is one of the events that have MU today to believe in social justice for all.)
In 1908, The Sisters brought 63 acres of land between Lake Oswego and West Linn to build a permanent college space for their young female students. In addition to have housing for the faculty, the nuns and the students so no one need to commute. Back then, cars weren't used as often as now and many people couldn't afford them. In this area of Oregon, there weren't really any paved roads like today.
Where did Marylhurst name comes from? The Sisters has Mary, the mother of Jesus as their patron. In 1913, they renamed the area by combining words, "Mary" (the Mather of Jesus), and "hurst" (woods). To make it more melodious, the "L" was added, thus, creating "Marylhurst."
In 1929, one of the first original buildings was built called the Administration Building. This building was rededicated in 1988 in honor of B.P. John, pioneer furniture manufacturer of the area (John's Landing) and father of MU's first registrant in 1920, Imelda John Condon '34. On the third floor of the B.P. John Administration building is where many of my ed classes will be. My professors' offices is also up there as well as the ed department main office.
In front of this building, there is a fountain paid for through the donations of the men employed at the College back in 1933. Next to it, there is the Knight's Green (2006), in honor of NIKE's Phil and Penny Knight whose generosity made possible the Marylhurst Knights Opportunity Scholarship program. This space I heard is where many students like to rest, study or play outside games on warm, sunny days.
From the beginning, the college was for women only. The college's vision to serve more people came in 1974 when men enrolled here for higher education. In 1974, Marylhurst becomes a co-educational institution and the first liberal arts college in the United States to be designated as a college for lifelong learning.
In 1998, the college got renamed as Marylhurst University, Clackamas County's first
university. Marylhurst University is regionally accredited by the Northwest Commission on Colleges and Universities. Marylhurst has received specialized accreditation and approvals from numerous organizations. The first accreditation happened in 1931.
Here is a link for more history details of MU: http://www.marylhurst.edu/aboutmarylhurst/history.php.
Here is a quick history on preparing students to become teachers:
The Sisters ran the Marylhurst Normal School, a separately incorporated institution for teacher certification, the Normal School was granted a charter by the state in 1911. A change in Oregon law allowed the Sisters to merge the program with Marylhurst College in 1950. When the college changed visions, they stopped offering the teacher training program.
Over 5 years ago, Tomas Ruhl and many other MU faculty wanted to go back to the university's early vision to prepare people to enter the teaching profession.
In 2007, the Masters of Arts in Teaching program was inaugurated and approved by the Teacher Standards and Practices Commission of Oregon.
In 2008, the Masters of Education program was included into the ed department.
In previous blog entries, I have shared with you why I chose Marylhurst and why I chose the teaching profession as my career path. MU's grad ed programs is relatively new but it is strong. The ed department people did a lot of research in what makes a strong teacher training program and connected to what the university's mission is. Many of the values here is the same or similar in what I believe in the education field and teaching. You will get to know more as I write more blogs through my journey in grad school.
R.I.P. Thomas Ruhl who was the ed department chair as well as the founder of the graduate ed programs. Tom Ruhl was in charge of my group in discussing about the MAT/M.ED programs at one informational night last Fall ('10). I remembered how he gave my group an encouraging message to get into the teaching field. He told us to call him any time if we needed to know more or just have a friendly chat. After the session was over, I had some time talking with him. I sensed he was a caring, kind and compassionate person. I wished I did took the opportunity to call him and chat with him more. I knew he had experiences with elementary students. Even though I don't really know him, I did feel a tiny connection with him at that meeting. At that time, I thought I had plenty of time to call him up when I get into the program. His death was so sudden when he passed early July 7, 2011. (Ruhl's passing is almost a year after when my dear Gong Gong past away on July 16, 2010.) I was so busy applying to graduate school, dealing with financial aid and just life stuff. I am aware that many of his colleagues in the ed department is mourning of his death.
Here is the link to the press release from MU: http://www.marylhurst.edu/aboutmarylhurst/pressrelease20110707.php.
If anyone who wants to honor his life, here is a link: http://www.marylhurst.edu/calendar/20110924memorialbookdrive.php.
Here is a general outline in MU history:
First, a group of Catholic nuns called The Sisters of the Holy Names came to the Northwest to serve the educational needs of the community in 1859.
In 1893, The Sisters of the Holy Names of Jesus and Mary started a liberal arts college for young ladies in downtown Portland, OR. The school was original called St. Mary's Academy and College. The Sisters realized young ladies didn't have much opportunity to have higher education so they believed it was an injustice.
(This is one of the events that have MU today to believe in social justice for all.)
In 1908, The Sisters brought 63 acres of land between Lake Oswego and West Linn to build a permanent college space for their young female students. In addition to have housing for the faculty, the nuns and the students so no one need to commute. Back then, cars weren't used as often as now and many people couldn't afford them. In this area of Oregon, there weren't really any paved roads like today.
Where did Marylhurst name comes from? The Sisters has Mary, the mother of Jesus as their patron. In 1913, they renamed the area by combining words, "Mary" (the Mather of Jesus), and "hurst" (woods). To make it more melodious, the "L" was added, thus, creating "Marylhurst."
In 1929, one of the first original buildings was built called the Administration Building. This building was rededicated in 1988 in honor of B.P. John, pioneer furniture manufacturer of the area (John's Landing) and father of MU's first registrant in 1920, Imelda John Condon '34. On the third floor of the B.P. John Administration building is where many of my ed classes will be. My professors' offices is also up there as well as the ed department main office.
In front of this building, there is a fountain paid for through the donations of the men employed at the College back in 1933. Next to it, there is the Knight's Green (2006), in honor of NIKE's Phil and Penny Knight whose generosity made possible the Marylhurst Knights Opportunity Scholarship program. This space I heard is where many students like to rest, study or play outside games on warm, sunny days.
From the beginning, the college was for women only. The college's vision to serve more people came in 1974 when men enrolled here for higher education. In 1974, Marylhurst becomes a co-educational institution and the first liberal arts college in the United States to be designated as a college for lifelong learning.
In 1998, the college got renamed as Marylhurst University, Clackamas County's first
university. Marylhurst University is regionally accredited by the Northwest Commission on Colleges and Universities. Marylhurst has received specialized accreditation and approvals from numerous organizations. The first accreditation happened in 1931.
Here is a link for more history details of MU: http://www.marylhurst.edu/aboutmarylhurst/history.php.
Here is a quick history on preparing students to become teachers:
The Sisters ran the Marylhurst Normal School, a separately incorporated institution for teacher certification, the Normal School was granted a charter by the state in 1911. A change in Oregon law allowed the Sisters to merge the program with Marylhurst College in 1950. When the college changed visions, they stopped offering the teacher training program.
Over 5 years ago, Tomas Ruhl and many other MU faculty wanted to go back to the university's early vision to prepare people to enter the teaching profession.
In 2007, the Masters of Arts in Teaching program was inaugurated and approved by the Teacher Standards and Practices Commission of Oregon.
In 2008, the Masters of Education program was included into the ed department.
In previous blog entries, I have shared with you why I chose Marylhurst and why I chose the teaching profession as my career path. MU's grad ed programs is relatively new but it is strong. The ed department people did a lot of research in what makes a strong teacher training program and connected to what the university's mission is. Many of the values here is the same or similar in what I believe in the education field and teaching. You will get to know more as I write more blogs through my journey in grad school.
R.I.P. Thomas Ruhl who was the ed department chair as well as the founder of the graduate ed programs. Tom Ruhl was in charge of my group in discussing about the MAT/M.ED programs at one informational night last Fall ('10). I remembered how he gave my group an encouraging message to get into the teaching field. He told us to call him any time if we needed to know more or just have a friendly chat. After the session was over, I had some time talking with him. I sensed he was a caring, kind and compassionate person. I wished I did took the opportunity to call him and chat with him more. I knew he had experiences with elementary students. Even though I don't really know him, I did feel a tiny connection with him at that meeting. At that time, I thought I had plenty of time to call him up when I get into the program. His death was so sudden when he passed early July 7, 2011. (Ruhl's passing is almost a year after when my dear Gong Gong past away on July 16, 2010.) I was so busy applying to graduate school, dealing with financial aid and just life stuff. I am aware that many of his colleagues in the ed department is mourning of his death.
Here is the link to the press release from MU: http://www.marylhurst.edu/aboutmarylhurst/pressrelease20110707.php.
If anyone who wants to honor his life, here is a link: http://www.marylhurst.edu/calendar/20110924memorialbookdrive.php.
Friday, September 23, 2011
Cohort V Orientation
Last night, the MAT faculty gave us a orientation to welcome us, give us a tour of the campus (very important places that we need as grad students), getting to know my fellow cohort mates and get free dinner at the end of the night. (Dinner was Mediterranean food which was very yummy. I love the salad with some kind of dressing and the pita bread with hummus.) In my previous blog, I mentioned that the orientation started at 4:30 pm. I found out that there are 25 people in my cohort. By the way, cohort is a term used for a group of people learning and training in a program from start to finish. I know some medical professions use the cohort model too in training people into the medical field.
I had fun getting to know some people in my cohort. I wasn't able to know everyone just yet. I gotten to know a bit more about three ladies from my table I was at. Shout out to Brenda! She actually was searching students' thoughts on the MAT program at MU and surprisely googled my blog. I believe she is getting endorsed with Early Childhood/Elementary too. There was a lot of info being fed to us so I can't remember everything including the conversations with people.
Another person at my table is someone I actually had met before. I met Tara at Western Oregon University (WOU for short) where we got our BAs. What a small world! She got hers in history. We probably had a few LACC (general) classes together. Maybe a pre-education function since she was interested in teaching high school. I found out now that at that time, she didn't feel like she was ready to teach since she was only a few years older than the oldest high schooler. I am so excited to start this program with her and get to know her better too. We will have a couple classes together.
The MAT program at MU is awesome. We all received a free MU graduate studies messenger bags filled with info we need to know and a free book by Rafe Esquith. I received his Teach Like Your Hair's on Fire book which I actually read from my local library several months ago. I love how he writes about his experiences and I learn from them. But it's nice to get my own copy as a resource book. He has another book out already which I need to check it out from my local library. It is called There are No Shortcuts. Here is his official website: http://www.hobartshakespeareans.org/. Wow, he actually wrote another book called Lightening Their Fires. Wow, two books I need to check out and read.
Here is a background info on Rafe Esquith: He is a well-known Californian teacher in the education world. He taught 5th grade over 20 years at a low-income school. He inspired his students to think outside of the box and believe that they are worth something. Many of his former students are immigrants or children of immigrants. FYI, I am a child of immigrants so I can connect to what his students was feeling and experience a bit. Mr. Esquith actually was a guest speaker at Marylhurst University. Too bad I missed that. Anyways, many of his former students went off to college and probably made this world a better place in their own rights. I hope I can be a type of teacher who inspires her students to continue to learn and grow for life as well as creating future leaders or community people to make this world a better place.
If you spent time talking to me in person or electronically, you can probably can tell how excited I am to start this journey up again. It has been over 10 years ago when I dreamed of becoming a teacher. In my undergrad years, I had some bumps along the way. After graduation from WOU, I gain some real life experiences working with children at my current job as an after school teacher/leader in the after school care program.
My first class is next Tuesday evening, September 27th. The class is on Socio-Political/Social Justice Issues which meets on Tuesday evenings this term. I will learn a lot of stuff. MAT believes in social justice issues since MU was created by nuns who came to Oregon in the mid-1800s to serve the needy people. They realized that education is needed to help them in life so they started a school which came out of the St. Mary's Academy. They move on to create a college so they found land in today's Marylhurst which is south of Lake Oswego and only 15 minutes away from SW Portland.
I had fun getting to know some people in my cohort. I wasn't able to know everyone just yet. I gotten to know a bit more about three ladies from my table I was at. Shout out to Brenda! She actually was searching students' thoughts on the MAT program at MU and surprisely googled my blog. I believe she is getting endorsed with Early Childhood/Elementary too. There was a lot of info being fed to us so I can't remember everything including the conversations with people.
Another person at my table is someone I actually had met before. I met Tara at Western Oregon University (WOU for short) where we got our BAs. What a small world! She got hers in history. We probably had a few LACC (general) classes together. Maybe a pre-education function since she was interested in teaching high school. I found out now that at that time, she didn't feel like she was ready to teach since she was only a few years older than the oldest high schooler. I am so excited to start this program with her and get to know her better too. We will have a couple classes together.
The MAT program at MU is awesome. We all received a free MU graduate studies messenger bags filled with info we need to know and a free book by Rafe Esquith. I received his Teach Like Your Hair's on Fire book which I actually read from my local library several months ago. I love how he writes about his experiences and I learn from them. But it's nice to get my own copy as a resource book. He has another book out already which I need to check it out from my local library. It is called There are No Shortcuts. Here is his official website: http://www.hobartshakespeareans.org/. Wow, he actually wrote another book called Lightening Their Fires. Wow, two books I need to check out and read.
Here is a background info on Rafe Esquith: He is a well-known Californian teacher in the education world. He taught 5th grade over 20 years at a low-income school. He inspired his students to think outside of the box and believe that they are worth something. Many of his former students are immigrants or children of immigrants. FYI, I am a child of immigrants so I can connect to what his students was feeling and experience a bit. Mr. Esquith actually was a guest speaker at Marylhurst University. Too bad I missed that. Anyways, many of his former students went off to college and probably made this world a better place in their own rights. I hope I can be a type of teacher who inspires her students to continue to learn and grow for life as well as creating future leaders or community people to make this world a better place.
If you spent time talking to me in person or electronically, you can probably can tell how excited I am to start this journey up again. It has been over 10 years ago when I dreamed of becoming a teacher. In my undergrad years, I had some bumps along the way. After graduation from WOU, I gain some real life experiences working with children at my current job as an after school teacher/leader in the after school care program.
My first class is next Tuesday evening, September 27th. The class is on Socio-Political/Social Justice Issues which meets on Tuesday evenings this term. I will learn a lot of stuff. MAT believes in social justice issues since MU was created by nuns who came to Oregon in the mid-1800s to serve the needy people. They realized that education is needed to help them in life so they started a school which came out of the St. Mary's Academy. They move on to create a college so they found land in today's Marylhurst which is south of Lake Oswego and only 15 minutes away from SW Portland.
Saturday, September 3, 2011
Details of When I Start the Program
The program starts on Sept. 22nd with Orientation from 4:30-7:30 pm. They plan to provide activites to orient me to campus and introduce me to several important places--for example--a tour of the library and technology options for students. We find out the name of the school and cooperating teachers for our field experiences. (We learn more about the field experience procedures at our first Field Experience Seminar on Thurs. Sept 29th.) We finish the evening off with a free dinner to my cohort and me.
My first class will start on Tues. Sept. 27th. I will have classes on Tuesday and Thursday evenings with a few Saturday classes. Here are the Fall courses I'm taking this term:
1. Socio-Political and Social Justice Issues. This sounds like a good class. MU is very big on social justice since it's part of the school's motto/personal statement.
2. Child Development and Learning Theory. I took this class before at Western. But it has been years ago. This will help me refresh myself. Maybe there will be new learning theories I didn't know about since last time.
3. Elementary Wellness and Nutrition. Now this class I haven't taken in the ed program at WOU.
4. Culture and Diversity Considerations. This sounds like a fun class to take. The professor will help us re-examine the cultural aspects of schools as well as our own cultural backgrounds.
5. Field Experience I: Professional Identity, only meets 3 times. This course will help us discover our professional identity in the classrooms. Plus I think we start our classroom experience sometime in October. It will be 3 hours a week.
Basically I am going to be a full-time student while working part-time this school year.
I am so looking forward to this new "old" adventure. This time I will succeed. I have a few real life experiences. The MAT staff at MU seem to be so supportive. A friend told me how close-knit the staff and students are. So far I heard that my cohort, we are called Cohort V, has about 20 people currently. Maybe a few more on the way. Someone there told me that they are still interviewing.
My first class will start on Tues. Sept. 27th. I will have classes on Tuesday and Thursday evenings with a few Saturday classes. Here are the Fall courses I'm taking this term:
1. Socio-Political and Social Justice Issues. This sounds like a good class. MU is very big on social justice since it's part of the school's motto/personal statement.
2. Child Development and Learning Theory. I took this class before at Western. But it has been years ago. This will help me refresh myself. Maybe there will be new learning theories I didn't know about since last time.
3. Elementary Wellness and Nutrition. Now this class I haven't taken in the ed program at WOU.
4. Culture and Diversity Considerations. This sounds like a fun class to take. The professor will help us re-examine the cultural aspects of schools as well as our own cultural backgrounds.
5. Field Experience I: Professional Identity, only meets 3 times. This course will help us discover our professional identity in the classrooms. Plus I think we start our classroom experience sometime in October. It will be 3 hours a week.
Basically I am going to be a full-time student while working part-time this school year.
I am so looking forward to this new "old" adventure. This time I will succeed. I have a few real life experiences. The MAT staff at MU seem to be so supportive. A friend told me how close-knit the staff and students are. So far I heard that my cohort, we are called Cohort V, has about 20 people currently. Maybe a few more on the way. Someone there told me that they are still interviewing.
Wednesday, August 31, 2011
The New School Year is Upon Us
Oh, how I love the first day of school. The excitement, the new teacher, the fellow classmates. Now my excitement is getting new students. In a few weeks, I will start my graduate courses at Marylhurst soon. Learning, being in the classrooms, collaborating with fellow cohort mates, etc. My orientation is on Sept. 22nd. They will also feed us dinner. So sweet! MU is a better school for me. I know they will give me a qualified education, good training and a supportive team of people helping me reach my goals as an elementary teacher. I've been working out in the real world. My real world experiences will be a beneficial asset for my grad school studies. Anyways, the first day back at work will be next Tuesday afternoon. Yep, I am on my fifth year at the after school program.
Moving on...I went to see my former teachers at W.E.S. They couldn't placed me right away. But I brought my class photos which helped jogg their memories. They remembered me as a shy, quiet and sensitive child. One of them said that I was a tiny little thing who hankered down/be inward. Well, I was a very shy student. In some ways, I'm still shy, well in big social functions and unfamiliar settings.
My kindergarten teacher, Ms. Smith is teaching kindergarten. At one point, she taught first grade for a couple years like a few years ago. My first grade teacher, Mr. Aase is now teaching 3rd grade. Wow, he has changed. He is no longer that young teacher I remembered. At that time, he was in his 3rd year teaching at W.E.S. He must have been in his early 30s. I found out that he has a daughter one year younger than me. Now he looks like a typical middle age man. But he still have his youthful joy in teaching children. My second grade teacher, Teresa Doss is now teaching kindergarten. She might be a K-1 combined classroom if the first grade student population increases. She is going to retire in 2 years. I can't believe she is close to retirement age. She looks too young to retire but she said she's 60 now.
Those three teachers are actually one of the oldest at Woodstock currently. Though, Ms. Smith and Ms. Doss started at Woodstock close to the same time and they were there a year or two longer than Mr. Aase. You know, it's weird for me to call them by their first names. Did you ever see any of your former elementary teachers and call them by their first names? It's just a weird feeling. I keep call them Mr. and Ms. I found out one of my former teacher's daughter is teaching at an elementary school of N.Clackamas S.D. Anyways, my former teachers were happy to hear that I want to get into the teaching field. They probably was thinking, "Wow, my former shy and quiet student is going to be a teacher. Look how she blossom over the years."
So yeah, I passed by the Chinese teachers in the hallways. (W.E.S. has a Chinese immersion program since '99, I believe.) As I was leaving Mr. Aase's classroom, someone said hi to me. Next door is this Chinese teacher who will be teaching 5th grade. She is really pregnant. I asked her if she needed some help. Her EA was out of the room at this point. She said that she really wanted to hanged up some Chinese characters on the walls. I said, "I'll be happy to help."
She was like, "No, no. You must be busy." I responded that I was happy to help her. So I helped her hanged the characters up and even did a simple chore. I talked with her. This school year is her first year teaching at W.E.S. I told her that she will enjoy the school environment because the staff there is special. Well, I don't really know all the current staff. But since my former teachers are still there, I know the school is in good hands. Back to the Chinese teacher, she thought I was a teacher. That's so funny. Anyways, she already feel grateful to have Mr. Aase as the next door teacher. He helps her a lot.
Here's a fun fact I learned from reading the display case, the last eight grade classed graduated from W.E.S. in 1986. That was just 2 years before I enrolled there as a kinder. I forget that W.E.S. was a K-8 school back in the day. W.E.S. is the oldest elementary school in the PPS system. It was built in 1910-11. They did celebrate the 100th b-day at the end of last Spring. I wanted to go but I was busy that day. It would have been fun to meet up with any alumni that I went to school with. But probably the alumni who went was much older than me. By the way, Ms. Doss taught the daughter one of my former classmates like a year ago or so.
Moving on...I went to see my former teachers at W.E.S. They couldn't placed me right away. But I brought my class photos which helped jogg their memories. They remembered me as a shy, quiet and sensitive child. One of them said that I was a tiny little thing who hankered down/be inward. Well, I was a very shy student. In some ways, I'm still shy, well in big social functions and unfamiliar settings.
My kindergarten teacher, Ms. Smith is teaching kindergarten. At one point, she taught first grade for a couple years like a few years ago. My first grade teacher, Mr. Aase is now teaching 3rd grade. Wow, he has changed. He is no longer that young teacher I remembered. At that time, he was in his 3rd year teaching at W.E.S. He must have been in his early 30s. I found out that he has a daughter one year younger than me. Now he looks like a typical middle age man. But he still have his youthful joy in teaching children. My second grade teacher, Teresa Doss is now teaching kindergarten. She might be a K-1 combined classroom if the first grade student population increases. She is going to retire in 2 years. I can't believe she is close to retirement age. She looks too young to retire but she said she's 60 now.
Those three teachers are actually one of the oldest at Woodstock currently. Though, Ms. Smith and Ms. Doss started at Woodstock close to the same time and they were there a year or two longer than Mr. Aase. You know, it's weird for me to call them by their first names. Did you ever see any of your former elementary teachers and call them by their first names? It's just a weird feeling. I keep call them Mr. and Ms. I found out one of my former teacher's daughter is teaching at an elementary school of N.Clackamas S.D. Anyways, my former teachers were happy to hear that I want to get into the teaching field. They probably was thinking, "Wow, my former shy and quiet student is going to be a teacher. Look how she blossom over the years."
So yeah, I passed by the Chinese teachers in the hallways. (W.E.S. has a Chinese immersion program since '99, I believe.) As I was leaving Mr. Aase's classroom, someone said hi to me. Next door is this Chinese teacher who will be teaching 5th grade. She is really pregnant. I asked her if she needed some help. Her EA was out of the room at this point. She said that she really wanted to hanged up some Chinese characters on the walls. I said, "I'll be happy to help."
She was like, "No, no. You must be busy." I responded that I was happy to help her. So I helped her hanged the characters up and even did a simple chore. I talked with her. This school year is her first year teaching at W.E.S. I told her that she will enjoy the school environment because the staff there is special. Well, I don't really know all the current staff. But since my former teachers are still there, I know the school is in good hands. Back to the Chinese teacher, she thought I was a teacher. That's so funny. Anyways, she already feel grateful to have Mr. Aase as the next door teacher. He helps her a lot.
Here's a fun fact I learned from reading the display case, the last eight grade classed graduated from W.E.S. in 1986. That was just 2 years before I enrolled there as a kinder. I forget that W.E.S. was a K-8 school back in the day. W.E.S. is the oldest elementary school in the PPS system. It was built in 1910-11. They did celebrate the 100th b-day at the end of last Spring. I wanted to go but I was busy that day. It would have been fun to meet up with any alumni that I went to school with. But probably the alumni who went was much older than me. By the way, Ms. Doss taught the daughter one of my former classmates like a year ago or so.
Monday, August 15, 2011
There Will Never Be a Shortage of Love
The MAT program starts in late September. I am looking forward to get back to school and obtain my teaching license. It has been a long, hard road getting to this point in my life. When I left the WOU ed program about 4 1/2 years ago, I was heartbroken and depressed. I know God has a plan for me. He has given me determination to continue on with my dreams of becoming a school teacher. It's his power that keeps me going. If I had it my way, I would have given up my dreams and continue to live life miserably.
Here are two good resource books for new and veteran teachers:
1.The First Days of School:How to be an Effective Teacher by Harry K.Wong & Rosemary T. Wong. This book was used for my classroom management class at WOU.
This book is great for K-12 teachers, college professor and any type of educator. This book explain the ways how to prepare and set up your classroom. In the ed program, they don't teach you how to prepare for the teacher planning days before school starts and the first few weeks of school. The first 3 weeks of school sets the tune in how you want the classroom running. You probably won't agree to everything in the book. But there are some helpful tips and strategies. Though, use what works for you and your students.
2.The Nitty-Gritty Classroom and Behavior Management Resource:Strategies, Reproducibles and Tips for Teachers by Belinda Christian Tetteris.
This book is written by a real classroom teacher from Maryland. The advice and tips in the book are easy to read and quite practical. The book covers teaching in an elementary classroom. But there are tips and strategies in this book can be valuable for immediate and advanced grade levels. Ms. Tetteris said, "Know that you are unique, and with that uniqueness you will teach using methods that are best for you and your students, so never compare yourself to the teacher next door. There are 101 ways to teach the same objective, so find the way that is best for you and your group of students." A retired elementary teacher, I know, gave me this book as a gift a few years ago.
I hope these neat resource books are useful to you for your classroom. Both books are written by real teachers. I like to finish off this blog with an encouraging poem for the teachers. This poem comes out of The First Days of School book. Please carry these lovely thoughts into the new school year.
There Will Never Be a Shortage of Love
By Harry and Rosemary Wong
Love is the reason for teaching.
It cost nothing, yet it is the most precious thing
one can possess.
The more we give, the more it is returned.
It heals and protects,
soothes and strengthens.
Love has other names, such as
forgiveness...
tolerance...
mercy...
encouragement...
aid...
sympathy...
affection...
friendliness...
and cheer.
No matter how much love we give to others,
more rushes in to take its place.
It is, really, "the gift that keeps on giving."
Give love in abundance--
every day.
Here are two good resource books for new and veteran teachers:
1.The First Days of School:How to be an Effective Teacher by Harry K.Wong & Rosemary T. Wong. This book was used for my classroom management class at WOU.
This book is great for K-12 teachers, college professor and any type of educator. This book explain the ways how to prepare and set up your classroom. In the ed program, they don't teach you how to prepare for the teacher planning days before school starts and the first few weeks of school. The first 3 weeks of school sets the tune in how you want the classroom running. You probably won't agree to everything in the book. But there are some helpful tips and strategies. Though, use what works for you and your students.
2.The Nitty-Gritty Classroom and Behavior Management Resource:Strategies, Reproducibles and Tips for Teachers by Belinda Christian Tetteris.
This book is written by a real classroom teacher from Maryland. The advice and tips in the book are easy to read and quite practical. The book covers teaching in an elementary classroom. But there are tips and strategies in this book can be valuable for immediate and advanced grade levels. Ms. Tetteris said, "Know that you are unique, and with that uniqueness you will teach using methods that are best for you and your students, so never compare yourself to the teacher next door. There are 101 ways to teach the same objective, so find the way that is best for you and your group of students." A retired elementary teacher, I know, gave me this book as a gift a few years ago.
I hope these neat resource books are useful to you for your classroom. Both books are written by real teachers. I like to finish off this blog with an encouraging poem for the teachers. This poem comes out of The First Days of School book. Please carry these lovely thoughts into the new school year.
There Will Never Be a Shortage of Love
By Harry and Rosemary Wong
Love is the reason for teaching.
It cost nothing, yet it is the most precious thing
one can possess.
The more we give, the more it is returned.
It heals and protects,
soothes and strengthens.
Love has other names, such as
forgiveness...
tolerance...
mercy...
encouragement...
aid...
sympathy...
affection...
friendliness...
and cheer.
No matter how much love we give to others,
more rushes in to take its place.
It is, really, "the gift that keeps on giving."
Give love in abundance--
every day.
Thursday, July 21, 2011
Going with Marylhurst
About two weeks ago, I received my official admissions letter to Marylhurst University, less than 15 minutes outside of Portland.
Here is virtual tour of MU:.
I was so excited when I got the letter. Currently, I have been searching and applying to scholarships. It's hard to find scholarships that is for the graduate level. I mostly have been able to apply to scholarship contests like a random drawings kind of way.
Here is a clip about the education program at MU:.
Here is virtual tour of MU:.
I was so excited when I got the letter. Currently, I have been searching and applying to scholarships. It's hard to find scholarships that is for the graduate level. I mostly have been able to apply to scholarship contests like a random drawings kind of way.
Here is a clip about the education program at MU:.
Friday, July 1, 2011
YES, I PASSED!
Good news! I checked my unofficial CBEST scores online today. I passed the writing section with 41 points. Wow, it's higher than I thought. The minimum passing score would be 37. So my overall CBEST score is 129.
Praise God! It's very funny how my dream came true. I mean a week or several days before the unofficial scores to be revealed, I had this dream as in REM sleep status that I passed the test. In that dream, I was sitting around a big conference table and I turned to a fellow cohort next to me and said, "I can't believe I'm here. I passed the CBEST. It took me 6 tries." This time I was prepared better with the help from a fellow co-worker's husband who is a high school English teacher. And I also leaned into God more. I mean in the past I did trust God. But I think God has used this trying experience to get me be more trusting in Him as well as being stronger. Thank you to my supportive friends who encouraged me.
Any day now I will received my official permanent verification card (saying I passed the CBEST) and two transcript copies of my permanent verification card (for official use for school districts, colleges and universities). Next week I will have to deal with getting myself admitted fully and get financial aid rolling. But this weekend will be relaxing and end it on the 4th having a bbq with my family. Have a good 4th!
Praise God! It's very funny how my dream came true. I mean a week or several days before the unofficial scores to be revealed, I had this dream as in REM sleep status that I passed the test. In that dream, I was sitting around a big conference table and I turned to a fellow cohort next to me and said, "I can't believe I'm here. I passed the CBEST. It took me 6 tries." This time I was prepared better with the help from a fellow co-worker's husband who is a high school English teacher. And I also leaned into God more. I mean in the past I did trust God. But I think God has used this trying experience to get me be more trusting in Him as well as being stronger. Thank you to my supportive friends who encouraged me.
Any day now I will received my official permanent verification card (saying I passed the CBEST) and two transcript copies of my permanent verification card (for official use for school districts, colleges and universities). Next week I will have to deal with getting myself admitted fully and get financial aid rolling. But this weekend will be relaxing and end it on the 4th having a bbq with my family. Have a good 4th!
Saturday, May 7, 2011
Failed again on the CBEST writing section :'(
Yesterday I received my test scores. As I was opening the envelope, I was so nervous. I got to pass this time, I thought. My eyes looked for the new score and it's 33. What???!!!!!!!!!!! Yes, I received that score 4 times already. I know that I am doing well on Essay #1. Last month, I spent a lot more time on Essay #2 since I struggled the last four times I took the exam. I worked so hard and I thought I could have an improved score on the second essay to get a passing total score for the writing section. I don't get the two scorers on my second essay. In the note section, it says that I need to work on usage as well as structure and conventions for essay #2. (To read about how the CBEST Writing is scored and the criteria, read my April 13th post.) I thought I improved in that area of Essay #2. I just needed 4 measly points to get me to pass the test. Anyways, after I saw my scores, I started to cry a little. I will not let this get me down. I will have to fight it another day. Though, I don't want to think about it right now. I will take a week off from it and let myself have a break.
At work yesterday, I was talking to a co-worker. Her husband is a college writing professor. She offered his tutoring services. I will take it. This time I need to know why I am struggling. I took two college writing classes, went to the writing center for my many essays and papers and had an advanced grammar class during my undergrad years. How much writing classes do I need to get me there? I also did a Learning Plus writing program through PSU. In those classes, I received B's. Maybe having a private tutor will help me figure out what is going on in my writing. I have definitely improved my writing since high school. For years growing up, I was behind in my writing level. In college, I received many A's and B's on my papers. I guess getting tested on one's writing skills in 4 hours is pretty stressful. Plus with the computer-based version of the exam, there is the extra precaution of cameras recording my every actions and sounds. The testing site has those cameras to check that no one is cheating. How can I cheat on the writing section? All personal electronics are banned from the test room. Each time you take the writing section of the CBEST, there will be two new essay questions.
Please continue to pray for me.
At work yesterday, I was talking to a co-worker. Her husband is a college writing professor. She offered his tutoring services. I will take it. This time I need to know why I am struggling. I took two college writing classes, went to the writing center for my many essays and papers and had an advanced grammar class during my undergrad years. How much writing classes do I need to get me there? I also did a Learning Plus writing program through PSU. In those classes, I received B's. Maybe having a private tutor will help me figure out what is going on in my writing. I have definitely improved my writing since high school. For years growing up, I was behind in my writing level. In college, I received many A's and B's on my papers. I guess getting tested on one's writing skills in 4 hours is pretty stressful. Plus with the computer-based version of the exam, there is the extra precaution of cameras recording my every actions and sounds. The testing site has those cameras to check that no one is cheating. How can I cheat on the writing section? All personal electronics are banned from the test room. Each time you take the writing section of the CBEST, there will be two new essay questions.
Please continue to pray for me.
Saturday, April 23, 2011
Waiting for my CBEST score...My practice essay
It is nerve-wrecking to wait for my CBEST score. I should receive my score by the end of this month. I really hope I pass the writing section. I feel good about it.
As we wait, here is my practice personal narrative essay:
Everyone has someone who greatly influenced them. Who impacted you to shape who you are today? Explain this to a group of high school graduates.
*************************************************************************
The person who impacted me is my grandpa whom I called Gong Gong. The two reasons why he was so important to me was his faith and his love which I saw daily growing up.
First Gong Gong lived his life by faith. He was a Christian man. His words and actions coincide with the Christian principles. For example, he worked as a caregiver for the elderly before his retirement. He was kind, patient and gentle in his care of the elderly. In those actions, he showed the important qualities of a Christian who live by faith.
Next, Gong Gong lived his life with love. He loved his family through his actions rather than his words. As his granddaughter, he showed his love by spending time with me, sharing his advice and conversing with me. For example, he walked me to and from school daily during my elementary school years. During the walks, we were able to have some quality time with each other. He encouraged me to do my best in school.
In conclusion, the way Gong Gong lived by faith and love helped shape who I am today. By his example, he influenced me to have a relationship with God as well as to live life with love. I chose to accept Jesus in my heart and continue to live my life following God. I try my best to live life fully with love, which is one of the qualities of a Christian. For example, I am willing to just listen to a friend in need.
As we wait, here is my practice personal narrative essay:
Everyone has someone who greatly influenced them. Who impacted you to shape who you are today? Explain this to a group of high school graduates.
*************************************************************************
The person who impacted me is my grandpa whom I called Gong Gong. The two reasons why he was so important to me was his faith and his love which I saw daily growing up.
First Gong Gong lived his life by faith. He was a Christian man. His words and actions coincide with the Christian principles. For example, he worked as a caregiver for the elderly before his retirement. He was kind, patient and gentle in his care of the elderly. In those actions, he showed the important qualities of a Christian who live by faith.
Next, Gong Gong lived his life with love. He loved his family through his actions rather than his words. As his granddaughter, he showed his love by spending time with me, sharing his advice and conversing with me. For example, he walked me to and from school daily during my elementary school years. During the walks, we were able to have some quality time with each other. He encouraged me to do my best in school.
In conclusion, the way Gong Gong lived by faith and love helped shape who I am today. By his example, he influenced me to have a relationship with God as well as to live life with love. I chose to accept Jesus in my heart and continue to live my life following God. I try my best to live life fully with love, which is one of the qualities of a Christian. For example, I am willing to just listen to a friend in need.
Monday, April 18, 2011
Hmm, Maybe add the Special Ed...
After this morning's exercise class, I had a nice talk with a new friend, Jane who is originally from the South. It is good to be heard. She pointed out that maybe I should go toward teaching students with special needs. I think Jane is the third person who pointed that out to me.
I generally understand and empathize with people that has special needs. I will share a quick background about my experience about this. First, I was born prematurely. I did develop my skills like any "normal" baby but I didn't get to speaking until I was 3 years old. The only word I know how to say before conversing was the word "mama." Next when I went to preschool, I had to learn English. The first 5 years of my life, the only language I knew was Chinese (the Cantonese dialect). When I entered elementary school, I didn't get the ESL support that I needed. (For your information, my elementary school didn't have the resources to have an ESL teacher. It depends on how many students that need the service and then the district would send support. During my elementary years, there was a low enrollment of student with ELL needs.) I was really immersed in English. But I did go to the literacy specialist during my first grade and first half of my second grade year. I am thankful for my family who taught me hard work and perseverance.
Finally, I knew that certain lessons that I need time to learn. Sometimes I will need time to process the information to understand. For example, I was not good at math right away. I hate the myth that Asians are good at math. Because of this concept, in my sixth grade year I was put in the wrong math class. It was too advanced for me. I think it took my math teacher several weeks to figure out that I was struggling. I didn't ask for help because I didn't want to be seen as stupid. I learn to personally adapt how I learn so I can master the knowledge content and skills I needed. There are certain things I can probably learn quickly.
Back to what Jane said to me, that is interesting thought. I never really thought about getting into special education. I didn't think I could be strong enough to really deal with students that has special needs. But I am learning that the special need spectrum is huge. I will have to do some research and get some classroom experience with special needs kids. Maybe I could add an endorsement in special education under my teaching license next to the ESOL one. I don't know yet. First I need to go back to school and get my initial teaching license.
Quick definitions of the English language teaching world:
1. ESL--English as a second language are students learning English as their second language. This term is old school and still used by many school districts in the U.S.
2. ESOL--English Speakers of Other Languages are use for people who know more than two languages while learning the English language. This term is quite popular to use in the college and university whelm.
3. ELL--English Language Learners is students learning English by written and spoken form. By the way, I am aware that many PPS schools use that term as well as ESL. In my opinion, this term is also true for native English speakers since they also are learning academic (formal) English. Formal English is so different from conversational English (aka. playground English).
4. LEP--Limited English Proficiency which means the students' English skills are limited. Many schools may still be using this term. I don't like this term because many students may feel limited by the term usage. If I was labeled as that, I would focus in the "Limited" part of the term and believed I am stupid.
I generally understand and empathize with people that has special needs. I will share a quick background about my experience about this. First, I was born prematurely. I did develop my skills like any "normal" baby but I didn't get to speaking until I was 3 years old. The only word I know how to say before conversing was the word "mama." Next when I went to preschool, I had to learn English. The first 5 years of my life, the only language I knew was Chinese (the Cantonese dialect). When I entered elementary school, I didn't get the ESL support that I needed. (For your information, my elementary school didn't have the resources to have an ESL teacher. It depends on how many students that need the service and then the district would send support. During my elementary years, there was a low enrollment of student with ELL needs.) I was really immersed in English. But I did go to the literacy specialist during my first grade and first half of my second grade year. I am thankful for my family who taught me hard work and perseverance.
Finally, I knew that certain lessons that I need time to learn. Sometimes I will need time to process the information to understand. For example, I was not good at math right away. I hate the myth that Asians are good at math. Because of this concept, in my sixth grade year I was put in the wrong math class. It was too advanced for me. I think it took my math teacher several weeks to figure out that I was struggling. I didn't ask for help because I didn't want to be seen as stupid. I learn to personally adapt how I learn so I can master the knowledge content and skills I needed. There are certain things I can probably learn quickly.
Back to what Jane said to me, that is interesting thought. I never really thought about getting into special education. I didn't think I could be strong enough to really deal with students that has special needs. But I am learning that the special need spectrum is huge. I will have to do some research and get some classroom experience with special needs kids. Maybe I could add an endorsement in special education under my teaching license next to the ESOL one. I don't know yet. First I need to go back to school and get my initial teaching license.
Quick definitions of the English language teaching world:
1. ESL--English as a second language are students learning English as their second language. This term is old school and still used by many school districts in the U.S.
2. ESOL--English Speakers of Other Languages are use for people who know more than two languages while learning the English language. This term is quite popular to use in the college and university whelm.
3. ELL--English Language Learners is students learning English by written and spoken form. By the way, I am aware that many PPS schools use that term as well as ESL. In my opinion, this term is also true for native English speakers since they also are learning academic (formal) English. Formal English is so different from conversational English (aka. playground English).
4. LEP--Limited English Proficiency which means the students' English skills are limited. Many schools may still be using this term. I don't like this term because many students may feel limited by the term usage. If I was labeled as that, I would focus in the "Limited" part of the term and believed I am stupid.
Thursday, April 14, 2011
Under Pressure...My 5th Try at CBEST Writing Test
Last night, I barely could sleep at all. I had like 5 hours of sleep. This morning I woke up around 5:20 am. I didn't want to be up that early. I planned to wake up at 6 am. I left the house about 6:55 am. I drove to Beaverton where my computer-based CBEST test would be. I was there about 7:30 am. There were a few people waiting in the room. I had to leave my belongings in the locker. Only thing I could bring with me is the locker key and my drivers license (one of my forms of ID). I was getting so nervous. I prayed and calmed myself. Before I could check in, I had to read the directions about my conduct before, during and after the testing.
The sign-in process was multi-step. First, I had signed an electronic signature. Next, both my palms were read by the pad that goes into the computer. Apparently to help identify me while using it as my time marker (when I registered, signed in and out of the test room). Then my photo was taken by a digital camera on a stand. I was sent to wait at a spot until the administrator could check me into the testing room. She told me to come up to the desk. My right palm was scanned. She asked me if I wanted any earplugs and I said "yes." She handed me a notepad, a marker and the ear plugs. She let me know that there are video cameras recording each tester at all time which included sound. It started to feel really intense. We entered the room; I saw several people at their computer station. Each station was private with the sectionals between each one. The administer reminded me that I can't erase what I written on the notepad so I should raise my hand and she will come in with a new notepad. She left me alone.
I sat down and put in my earplugs. I needed silence so I won't get distracted by the other testers. (By the way, the test site is also for other tests including college entrance exams and SATs. So everyone there was not doing the same test.) I had nine minutes to read the testing directions. Next I started the exam. I had only 4 hours to do two essays--persuasive and personal narrative. In the beginning, there was directions about how to take the CBEST by computer. That time was part of my overall testing time. Urg!!! I had to waste my precious time to read the directions so I know how to navigate the test. Well, it took me just a few minutes for me to understand the process. The first essay was persuasive. The topic was easy for me to answer and support with evidence. I wrote in the notepad the outline and ideas of what to write for the essay. After I knew what I wanted to say, I started typing my essay and revised it soon after. It took me about a little over an hour for the first essay. I flagged the entry for later review. This portion of the written test I was fine.
The second essay was the personal narrative. In the past, I had trouble with the essay topic. I didn't have enough information to make a real essay as well as not enough time to really develop it. I failed this portion four times already. Today is my fifth try for the writing section. This time I feel confident that I will do better. I just need four more points for me to pass the writing section. I have been brushing up on my grammar. I even signed up for a creative writing course this Spring through Parks and Rec/SUN program. So far I attended two classes. Another thing, I also practiced the personal narrative essay the last two days. I will share with you another time. It's about my grandpa who I called Gong Gong. Returning back to the testing, I also brainstorm on the notepad. I was able to type up and revise the second essay in about 80 minutes. This one took longer. I also flagged this essay for review later.
I went back to the first essay. I scrutinize my essay as best as I could. I made some corrections. I looked at the time and realized that I had only 25 minutes left. I quickly hit "next." I had to let my first essay go. I know I tried my best. I spent the last 25 minutes correcting any mistakes that I caught with the second essay. I was freaking out when time was quickly ticking away. I really want to do well on this portion since I had failed four times already. With only 30 seconds to spare, I was done. I signed off of the program. I raised my hand to indicate that I am ready to go. The administrator came to get me. I handed her the notepad and pen. We went back to her desk. My right palm was re-scanned. She hit a button to have the sheet of paper reported that I completed the test. She told me to pick it up at the front desk. Before I was able to pick it up, both my palms was re-scanned as well as I signing my signature on the electronic pad. After that was done, I went to my locker and got my things. I left the key attached to the locker.
As I was leaving the building, it was raining. It has been raining all day with some short breaks. The Uwajimaya Japanese store was right next door. I headed over there to browse around quickly. I headed to the deli to order lunch. I brought one big bbq pork bao, a medium sized veggie bao, and a can of soy milk. I drove to work. Before I entered my work place, I ate my delicious lunch in my car while listening to the radio.
I really want to pass this test. Thanks to everyone who prayed or offered support the last few days. I should get my score at least 10 days from now. (Just let you know in my blogs, my grammar won't be perfect. I do revise them a couple times before they are published. I don't have time to make my blog entries perfect. I know they are clear enough for people to understand what I am trying to say.)
The sign-in process was multi-step. First, I had signed an electronic signature. Next, both my palms were read by the pad that goes into the computer. Apparently to help identify me while using it as my time marker (when I registered, signed in and out of the test room). Then my photo was taken by a digital camera on a stand. I was sent to wait at a spot until the administrator could check me into the testing room. She told me to come up to the desk. My right palm was scanned. She asked me if I wanted any earplugs and I said "yes." She handed me a notepad, a marker and the ear plugs. She let me know that there are video cameras recording each tester at all time which included sound. It started to feel really intense. We entered the room; I saw several people at their computer station. Each station was private with the sectionals between each one. The administer reminded me that I can't erase what I written on the notepad so I should raise my hand and she will come in with a new notepad. She left me alone.
I sat down and put in my earplugs. I needed silence so I won't get distracted by the other testers. (By the way, the test site is also for other tests including college entrance exams and SATs. So everyone there was not doing the same test.) I had nine minutes to read the testing directions. Next I started the exam. I had only 4 hours to do two essays--persuasive and personal narrative. In the beginning, there was directions about how to take the CBEST by computer. That time was part of my overall testing time. Urg!!! I had to waste my precious time to read the directions so I know how to navigate the test. Well, it took me just a few minutes for me to understand the process. The first essay was persuasive. The topic was easy for me to answer and support with evidence. I wrote in the notepad the outline and ideas of what to write for the essay. After I knew what I wanted to say, I started typing my essay and revised it soon after. It took me about a little over an hour for the first essay. I flagged the entry for later review. This portion of the written test I was fine.
The second essay was the personal narrative. In the past, I had trouble with the essay topic. I didn't have enough information to make a real essay as well as not enough time to really develop it. I failed this portion four times already. Today is my fifth try for the writing section. This time I feel confident that I will do better. I just need four more points for me to pass the writing section. I have been brushing up on my grammar. I even signed up for a creative writing course this Spring through Parks and Rec/SUN program. So far I attended two classes. Another thing, I also practiced the personal narrative essay the last two days. I will share with you another time. It's about my grandpa who I called Gong Gong. Returning back to the testing, I also brainstorm on the notepad. I was able to type up and revise the second essay in about 80 minutes. This one took longer. I also flagged this essay for review later.
I went back to the first essay. I scrutinize my essay as best as I could. I made some corrections. I looked at the time and realized that I had only 25 minutes left. I quickly hit "next." I had to let my first essay go. I know I tried my best. I spent the last 25 minutes correcting any mistakes that I caught with the second essay. I was freaking out when time was quickly ticking away. I really want to do well on this portion since I had failed four times already. With only 30 seconds to spare, I was done. I signed off of the program. I raised my hand to indicate that I am ready to go. The administrator came to get me. I handed her the notepad and pen. We went back to her desk. My right palm was re-scanned. She hit a button to have the sheet of paper reported that I completed the test. She told me to pick it up at the front desk. Before I was able to pick it up, both my palms was re-scanned as well as I signing my signature on the electronic pad. After that was done, I went to my locker and got my things. I left the key attached to the locker.
As I was leaving the building, it was raining. It has been raining all day with some short breaks. The Uwajimaya Japanese store was right next door. I headed over there to browse around quickly. I headed to the deli to order lunch. I brought one big bbq pork bao, a medium sized veggie bao, and a can of soy milk. I drove to work. Before I entered my work place, I ate my delicious lunch in my car while listening to the radio.
I really want to pass this test. Thanks to everyone who prayed or offered support the last few days. I should get my score at least 10 days from now. (Just let you know in my blogs, my grammar won't be perfect. I do revise them a couple times before they are published. I don't have time to make my blog entries perfect. I know they are clear enough for people to understand what I am trying to say.)
Wednesday, April 13, 2011
CBEST Writing Test is Tomorrow
As I mentioned previously, CBEST is a test on your reading, writing and math skills and it is used for entrance into an ed program. I'm so nervous. Tomorrow at 8 am, I am taking the computer-based testing on the writing section. I shouldn't be too nervous. I have been brushing up my grammar through the grammar books from the local library. Even I am practicing with an essay. I will share that another day.
I need only 37 points to pass the writing section. (Overall, the CBEST score to pass is 123. Currently I have 121.) The writing section consists of two essays. Writing scores are determined by scoring each of the two essays holistically according to the criteria described in the CBEST Writing Score Scale; the essays are scored based on six standards:
1. Rhetorical Force: The clarity with which the central idea or point of view is stated and maintained; the coherence of the discussion and the quality of the writer's reasoning.
2. Organization: the clarity of the writing and the logical sequence of the writer's ideas.
3. Support and Development: the relevance, depth, and specificity of supporting information.
4. Usage: the extent to which the writing shows care and precision in word choice.
5. Structure and Conventions: the extent to which the writing is free of errors in syntax, paragraph structure, sentence structure, and mechanics (e.g., spelling, punctuating, and capitalization).
6. Appropriateness: the extent to which the writer addresses the topic and uses language and style appropriate to the given audience and purpose.
Each section is the rating scale from 1 to 4. Each essay is evaluated independently by at least two readers using the four-point score scale; the total essay score is derived by combining the two individual scores. To obtain the Writing section score, scores for both essays are summed and converted to the score scale of 20 to 80.
Every time I did the writing section, I passed one essay but not the other. It is hard to write two good essays in four hours. Since this time, I'm doing the essays by typing; it will be better since I type faster than I handwrite. Currently, my writing section score is 33 points. I just need 4 more points to pass the minimum of passing the writing section.
Pray for me that I do not cave under the pressure and let my natural voice through clearly on the essays. Please pray for me this Thursday morning. Thank you.
I need only 37 points to pass the writing section. (Overall, the CBEST score to pass is 123. Currently I have 121.) The writing section consists of two essays. Writing scores are determined by scoring each of the two essays holistically according to the criteria described in the CBEST Writing Score Scale; the essays are scored based on six standards:
1. Rhetorical Force: The clarity with which the central idea or point of view is stated and maintained; the coherence of the discussion and the quality of the writer's reasoning.
2. Organization: the clarity of the writing and the logical sequence of the writer's ideas.
3. Support and Development: the relevance, depth, and specificity of supporting information.
4. Usage: the extent to which the writing shows care and precision in word choice.
5. Structure and Conventions: the extent to which the writing is free of errors in syntax, paragraph structure, sentence structure, and mechanics (e.g., spelling, punctuating, and capitalization).
6. Appropriateness: the extent to which the writer addresses the topic and uses language and style appropriate to the given audience and purpose.
Each section is the rating scale from 1 to 4. Each essay is evaluated independently by at least two readers using the four-point score scale; the total essay score is derived by combining the two individual scores. To obtain the Writing section score, scores for both essays are summed and converted to the score scale of 20 to 80.
Every time I did the writing section, I passed one essay but not the other. It is hard to write two good essays in four hours. Since this time, I'm doing the essays by typing; it will be better since I type faster than I handwrite. Currently, my writing section score is 33 points. I just need 4 more points to pass the minimum of passing the writing section.
Pray for me that I do not cave under the pressure and let my natural voice through clearly on the essays. Please pray for me this Thursday morning. Thank you.
Monday, March 21, 2011
Interview at Marylhurst
This afternoon, I had an interview with the ed program at Marylhurst. I showed up 10 minutes earlier to prepare for the interview questions. The front desk gave me a list of questions. I sat there, reading the questions and trying to answer them.
When it was time for my interview, I was greeted by my two interviewers. One of them led to the conference room. I was feeling so nervous. We sat down. I tried my best to answer the questions. After our talk, they gave me feedback. One of them said, "I could see your passion. When you know what you are talking about, you get so focus. In the areas you are not sure, you stumbled. But I believe when you start learning and get into discussion with your own colleagues, you will refine and get better at conversing. You just need to work on your fluidity of your speech."
The other one said, "I could see you have the foundation on education. That is a good start. It's better than some candidates we get here in the ed program. You just need a chance to learn more and actually practice what you learned, you will get there."
Basically, I understood them of saying that I have potential in the teaching profession. The senior person there said that I need to get my CBEST writing section passed as well as getting my fingerprint results back, then they can really decide on me. Generally, I sense they might like me to be in the Masters of Arts in Teaching (M.A.T.) program.
On April 14th, I will be taking the CBEST writing section again. I just need a 37 points to pass the section. For now to then, I am brushing up on my grammar and practicing writing.
***To answer Brenda's questions, I could say the interview process for me was about an hour long. The questions was asking me about my education background, my work/volunteer experiences with students/children, how I view education and the teaching profession as well as my thoughts on social justice issues and if it's important in the education world. This is for other interested people for the MAT program at Marylhurst University, please show up a few minutes earlier to your interview. Those minutes will give you a chance to review the questions and prepare your answers. The interviewers are also MAT/M.Ed professors and they are real nice. They are excited to help you reach your dreams of becoming a licensed teacher.
Be yourself. Let your words and body language express your excitement in entering the teaching profession. If you love to teach and get excited when a student/child learns something new and can master that knowledge/skill, then go back to school to get your teaching license.***
When it was time for my interview, I was greeted by my two interviewers. One of them led to the conference room. I was feeling so nervous. We sat down. I tried my best to answer the questions. After our talk, they gave me feedback. One of them said, "I could see your passion. When you know what you are talking about, you get so focus. In the areas you are not sure, you stumbled. But I believe when you start learning and get into discussion with your own colleagues, you will refine and get better at conversing. You just need to work on your fluidity of your speech."
The other one said, "I could see you have the foundation on education. That is a good start. It's better than some candidates we get here in the ed program. You just need a chance to learn more and actually practice what you learned, you will get there."
Basically, I understood them of saying that I have potential in the teaching profession. The senior person there said that I need to get my CBEST writing section passed as well as getting my fingerprint results back, then they can really decide on me. Generally, I sense they might like me to be in the Masters of Arts in Teaching (M.A.T.) program.
On April 14th, I will be taking the CBEST writing section again. I just need a 37 points to pass the section. For now to then, I am brushing up on my grammar and practicing writing.
***To answer Brenda's questions, I could say the interview process for me was about an hour long. The questions was asking me about my education background, my work/volunteer experiences with students/children, how I view education and the teaching profession as well as my thoughts on social justice issues and if it's important in the education world. This is for other interested people for the MAT program at Marylhurst University, please show up a few minutes earlier to your interview. Those minutes will give you a chance to review the questions and prepare your answers. The interviewers are also MAT/M.Ed professors and they are real nice. They are excited to help you reach your dreams of becoming a licensed teacher.
Be yourself. Let your words and body language express your excitement in entering the teaching profession. If you love to teach and get excited when a student/child learns something new and can master that knowledge/skill, then go back to school to get your teaching license.***
Friday, March 4, 2011
General Steps to become a Teacher
As for any career, there are steps to complete for one to get licensed and be in that career. Each state of their own requirements for licensed teachers. Here in Oregon, we have TSPC (Teachers Standards & Practices Commision). TSPC are the ones who enforce requirements to get a teaching license or renewing one. They have standards for education programs in this state. The ed programs are the one who recommend people to get a license through TSPC. They require one to successfully complete an ed program that have full time student teaching (at least 10 weeks), two work sample portfolios, fingerprint and background check and passing on all tests.
To enter an ed program, each one is different for application. Though, all programs do need to comply with TSPC standards. Here are the tests I need to do:
1. CBEST: All student teacher candidates need to pass CBEST which covers one's general knowledge of basic reading, math and writing skills.
Link: www.cbest.nesinc.com (Though there are other similar tests of this nature that qualifies but CBEST is usually done in Oregon.)
2. ORELA Multiple Subjects Exam (Subtests I and II); it covers language arts, social science, arts, reading, instruction, mathematics, science, health and physical education.
As for me, I will get an authorization in early childhood/elementary education which means I can teach pre-K, K-5 schools, and K-8 elementary schools. This test covers my basic knowledge of various content areas for teaching students from K-8. (For teaching in middle and high schools, the candidates take different tests.)
Link: www.orela.nesinc.com
3. Finally, the last test is the Civil Rights Test. This is taken by all candidates either before entering or before graduating from the ed program. Each ed program requirement on that is different.
Here is the new ruling: Effective September 1, 2009, the TSPC requires the Protecting Student and Civil Rights in the Educational Environment test for licensure. (I need also pass this test to be part of the process of getting a teaching license in Oregon.)
Link: Also the same as the ORELA link mentioned previously.
To enter an ed program, each one is different for application. Though, all programs do need to comply with TSPC standards. Here are the tests I need to do:
1. CBEST: All student teacher candidates need to pass CBEST which covers one's general knowledge of basic reading, math and writing skills.
Link: www.cbest.nesinc.com (Though there are other similar tests of this nature that qualifies but CBEST is usually done in Oregon.)
2. ORELA Multiple Subjects Exam (Subtests I and II); it covers language arts, social science, arts, reading, instruction, mathematics, science, health and physical education.
As for me, I will get an authorization in early childhood/elementary education which means I can teach pre-K, K-5 schools, and K-8 elementary schools. This test covers my basic knowledge of various content areas for teaching students from K-8. (For teaching in middle and high schools, the candidates take different tests.)
Link: www.orela.nesinc.com
3. Finally, the last test is the Civil Rights Test. This is taken by all candidates either before entering or before graduating from the ed program. Each ed program requirement on that is different.
Here is the new ruling: Effective September 1, 2009, the TSPC requires the Protecting Student and Civil Rights in the Educational Environment test for licensure. (I need also pass this test to be part of the process of getting a teaching license in Oregon.)
Link: Also the same as the ORELA link mentioned previously.
Thursday, February 24, 2011
PSU rejects me...Sent off Marylhurst application
Last week, I heard word that PSU rejected me. They could only accept 200 candidates this year. I know going to PSU is cheaper. But I do want to go into an ed program that has smaller cohorts (group) with supportive, individualized attention from the professors.
Yesterday, I mailed off my Marylhurst application. Here is the answer to that question for the essay:
What are the most important issues facing education/teachers and/or students?
The most important issue currently facing K-12 education in Oregon is budget cuts which impact many areas affecting schools, teachers and students. Based on Portland Public School district website, the PPS has approximately 47,000 students and 85 schools under their care. PPS has only 16% of the General Fund to cover operational expenses like maintaining safe, warm and sound school buildings. They made tough decisions in cutting cost. For example, PPS closed a dozen schools the last 10 years in which the surrounding schools have higher enrollment, and thus are able to better provide a full program. However, PPS district cannot efficiently support the 47,000 students, schools and staff when the state of Oregon keeps cutting the budget. Governor Kitzhaber proposed about $5.6 billion dollars for the 2011-13 which will be a shortfall of $34.8 million dollars. This means that PPS is affected by losing more than 400 teachers or 800 paraeducators/EAs or even more than a month of schooling. I am aware that many PPS buildings need upgrading, rebuilding and remodeling since they are at least 50 years old. There are even a few schools that need new buildings such as Jefferson High School and Marysville Elementary School. For example, one great need for Capitol Hill School is new water pipes. Currently, one wing of the school has issues with the restrooms where the toilet floods. In addition, the proposed cut will also reduce or eliminate many services and resources to students and families.
Another important issue facing PPS teachers are larger class sizes. As mentioned previously, PPS will lose more than 400 teachers, consequently creating larger class sizes. Research has shown that when there are too many students in elementary classrooms, some students will be left behind. The teachers won’t get as much time with individual students. For example, during my kindergarten year at Woodstock Elementary, I had 27 other classmates. As a result, I did not have the individualized attention of my teacher. On the positive side, we were lucky to have an amazing educational assistant whom I remembered as well as had a connection with her. However, many large sized elementary classrooms will get an educational assistant. The PPS website reported that when losing one teacher, there will be a loss of two paraeducators, or educational assistants.
Finally, the third most important issue facing minority students is the achievement gaps, especially the racial gap. The racial gap is the student achievement between Whites and People of Color. It has been argued that the economic status of students’ families affect how students perform. Furthermore, the University of California (1998) and the College Board did a study of average SAT scores which are divided with family income and race/ethnicity. It is true income can affect a student’s performance in school, but income does not “explain the racial achievement gap, which persists irrespective of income level” (Singleton & Linton, Courageous Conversations About Race). The study mentioned previously shows that at every income level, students of Color are outperformed by White students. I noticed that even the low-income White students still outperformed middle class Black and Hispanic students. With attention to the Black students, even at an income over $60,000, they still underperformed the White students who were at an income below $20,000.
In conclusion, I feel that budget cuts, large class size, and the racial gap are important issues facing education today.
All I have to concentrate on right now is to pass the CBEST writing section and apply to many scholarships that I can. Today I submitted in the "Best Facial 3" contest so please vote at http://www.brickfish.com/smoy. The grand scholarship prize is $4,000.
Yesterday, I mailed off my Marylhurst application. Here is the answer to that question for the essay:
What are the most important issues facing education/teachers and/or students?
The most important issue currently facing K-12 education in Oregon is budget cuts which impact many areas affecting schools, teachers and students. Based on Portland Public School district website, the PPS has approximately 47,000 students and 85 schools under their care. PPS has only 16% of the General Fund to cover operational expenses like maintaining safe, warm and sound school buildings. They made tough decisions in cutting cost. For example, PPS closed a dozen schools the last 10 years in which the surrounding schools have higher enrollment, and thus are able to better provide a full program. However, PPS district cannot efficiently support the 47,000 students, schools and staff when the state of Oregon keeps cutting the budget. Governor Kitzhaber proposed about $5.6 billion dollars for the 2011-13 which will be a shortfall of $34.8 million dollars. This means that PPS is affected by losing more than 400 teachers or 800 paraeducators/EAs or even more than a month of schooling. I am aware that many PPS buildings need upgrading, rebuilding and remodeling since they are at least 50 years old. There are even a few schools that need new buildings such as Jefferson High School and Marysville Elementary School. For example, one great need for Capitol Hill School is new water pipes. Currently, one wing of the school has issues with the restrooms where the toilet floods. In addition, the proposed cut will also reduce or eliminate many services and resources to students and families.
Another important issue facing PPS teachers are larger class sizes. As mentioned previously, PPS will lose more than 400 teachers, consequently creating larger class sizes. Research has shown that when there are too many students in elementary classrooms, some students will be left behind. The teachers won’t get as much time with individual students. For example, during my kindergarten year at Woodstock Elementary, I had 27 other classmates. As a result, I did not have the individualized attention of my teacher. On the positive side, we were lucky to have an amazing educational assistant whom I remembered as well as had a connection with her. However, many large sized elementary classrooms will get an educational assistant. The PPS website reported that when losing one teacher, there will be a loss of two paraeducators, or educational assistants.
Finally, the third most important issue facing minority students is the achievement gaps, especially the racial gap. The racial gap is the student achievement between Whites and People of Color. It has been argued that the economic status of students’ families affect how students perform. Furthermore, the University of California (1998) and the College Board did a study of average SAT scores which are divided with family income and race/ethnicity. It is true income can affect a student’s performance in school, but income does not “explain the racial achievement gap, which persists irrespective of income level” (Singleton & Linton, Courageous Conversations About Race). The study mentioned previously shows that at every income level, students of Color are outperformed by White students. I noticed that even the low-income White students still outperformed middle class Black and Hispanic students. With attention to the Black students, even at an income over $60,000, they still underperformed the White students who were at an income below $20,000.
In conclusion, I feel that budget cuts, large class size, and the racial gap are important issues facing education today.
All I have to concentrate on right now is to pass the CBEST writing section and apply to many scholarships that I can. Today I submitted in the "Best Facial 3" contest so please vote at http://www.brickfish.com/smoy. The grand scholarship prize is $4,000.
Tuesday, January 4, 2011
Interview at Concordia
Today I had an interview with two staff members from the college of ed at Concordia. I was so nervous. I got there a few minutes earlier than my appointed time, 10 am. I was lead to a seating area to wait. The interview only lasted about 25 minutes. I think I shared my beliefs and who I am as a teacher, the best of my abilities. They were nice. I should hear word from the admissions office in the Spring. Overall, I think I did okay in the interview. I think I showed my passion for teaching.
This month I'm hoping to work on my Marylhurst application and hoping to get it done and send it by the end of this month. Here is one of the questions to answer on the essay portion: What are the most important issues facing education/teachers and/or students? I think there is funding for both teachers/students as well as outside influences such as hunger and not a stable home life, etc for the students. This will take some time to think about and write up on. What do you think?
This month I'm hoping to work on my Marylhurst application and hoping to get it done and send it by the end of this month. Here is one of the questions to answer on the essay portion: What are the most important issues facing education/teachers and/or students? I think there is funding for both teachers/students as well as outside influences such as hunger and not a stable home life, etc for the students. This will take some time to think about and write up on. What do you think?
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