Today I emailed my instructor my final assignments for my summer course. I'm so done! Wow, I finally completed my graduate work. Yeah!
This morning I met with my adviser for half an hour. This meeting was to follow up/feedback of my portfolio presentation last Thursday. I received "Excellent" in the three standards: mission for Social Justice, professionalism and clinical practice.
Highlights:
1. Mission for Social Justice: Stacey is well aware of the necessity (and understands it) for acting in a culturally responsive manner.
2. Professionalism: Building community--including the value of caring for others and their journey. This is an area (professionalism) that [she] continues to develop. She has a very thoughtful approach.
3. Clinical Practice: Current After School Program position, prior Field Experience placement, and service learning experience/project supported this area. These experiences have helped her determine her next goals. [There are} big learning moments: becoming an advocate for ELL students and teaching self-advocacy skills. Will support continued learning through next steps--volunteer work with adolescents.
There is room for improvement and my adviser provided me some suggestions. I won't share those since it's for me to work on. Finally, I finish this entry with my adviser's comments: "Thank you Stacey for sharing this journey with us! You have grown tremendously these past two years and I am very proud of you!" Just hearing these words is very encouraging to me. Sharing my adviser's comments showcase how awesome she is. I had a couple good advisers in my life but Lynne is the tops.
Yes, I finally accomplish another big milestone in my life. I'm off to explore and learn now.
Thursday, August 8, 2013
Thursday, August 1, 2013
Portfolio Presentation: Stacey's Journey
The last few days I wrapped up my portfolio and turn it in to my adviser. The portfolio are just samples of my learning artifacts from my M.Ed program these last two years such as a research paper (for Child Development class) and the Adolescent Development Matrix as well as the portfolio reflection paper (more like a journal style). The last six weeks has been crazy as I pull this portfolio and place these documents in a USB portable drive. If I bring out all the paper work, there would be a lot of paper, costly, and a heavy binder.
I have been very nervous these last couple days on my presentation. I didn't really practice the whole thing until this morning. I have practiced bits and pieces for a week now. I went onto campus early and I found an empty room. I practiced my presentation using a SMART board. My gosh, my presentation looked cool using Prezi and the SMART board. I had fun practicing. However, my adviser told me that my presentation is in a basement room. There was no SMART board. But there was still a screen and computer.
Today I presented my portfolio. I mean I couldn't share everything I put in my portfolio. I had only 20 minutes to synthesize and reflect on my learning these last two years. This is my Prezi presentation:.
I know I could do a lot more with Prezi but I only had a short time to learn. I kept my presentation basic. Personally it took me years for me to understand how to use Powerpoint for a good presentation. Though, Prezi is the futuristic way to present information. Warning, if you're not careful, you can cause motion sickness. Finally, I had two witnesses there including my caring adviser Lynne (she has to be there since she's grading my portfolio). I received some praise afterwards.
Here is a quick down on each section of my Prezi presentation:
Introduction: Hello, my name is Stacey Moy. I come from a Chinese background. My parents immigrated to America from Hong Kong. They were part of a sizable mass group who migrated to Oregon in 1980 where there were many opportunities such as work and school. I was born in the early 80s.
In the education background, I summarized my educational history and how it relate to my desire to be a teacher. There were two AHA-moments when I had experience teaching that encourage me to go to the education route as a career path. First experience, I talked about the time I was able to tutor a few ESL classmates in 8th grade. Now my second example is when it was after I finished high school and I was only 18 when I had a chance to teach a small kindergarten class at a summer school managed by a family friend. I feel like I talked about these two instances on this blog or somewhere else.
Guiding Question: I talked about how this question came to be when I took my Service Learning course in Spring 2013. How can my compassion be used beneficially, productively and appropriately in my professional career?
Mission Statement: It's just a bit practical broad idea on how I can answer my guiding question. I am big on being respectful, kind, helpful and cooperative.
MAT/M.Ed Courses at Marylhurst University: Many of the courses I have learned a lot and I have had thought certain concepts at a deeper level. I enjoyed learning about the best ways of learning and teaching. I mentioned four courses that stood out and how they helped me build better skills to serve students and how they build my foundation for my professional career. For example, I refined my research skills in a practical way in the Action Researcher course. The skills I was able to work from that course, they are useful for many organizations.
Conclusion: These last two years, I gained knowledge and refined existing skills and learn new skills. I am building a stronger foundation for my professional career where ever it may lead me. There are four areas I would like to explore as my next steps. The four areas have something in common; they have an education base. I'm a big education person. I believe that education open doors and no one can't take it away if you lose all of your material wealth. Anyway, my immediate next steps, I plan to volunteer working with adolescents for the 2013-14 school year. I spent many years working with elementary students. It's time to broaden my knowledge and skills. By working with adolescents, I will push myself outside of my comfort zone and develop skills to be a better educator. I want to be seen as a K-12 educator. In addition, I still am going to continue to work at the after school program and I will entering my seventh year this Fall. I want to continue to be a positive supporter in a community that I already belong in.
I have been very nervous these last couple days on my presentation. I didn't really practice the whole thing until this morning. I have practiced bits and pieces for a week now. I went onto campus early and I found an empty room. I practiced my presentation using a SMART board. My gosh, my presentation looked cool using Prezi and the SMART board. I had fun practicing. However, my adviser told me that my presentation is in a basement room. There was no SMART board. But there was still a screen and computer.
Today I presented my portfolio. I mean I couldn't share everything I put in my portfolio. I had only 20 minutes to synthesize and reflect on my learning these last two years. This is my Prezi presentation:.
I know I could do a lot more with Prezi but I only had a short time to learn. I kept my presentation basic. Personally it took me years for me to understand how to use Powerpoint for a good presentation. Though, Prezi is the futuristic way to present information. Warning, if you're not careful, you can cause motion sickness. Finally, I had two witnesses there including my caring adviser Lynne (she has to be there since she's grading my portfolio). I received some praise afterwards.
Here is a quick down on each section of my Prezi presentation:
Introduction: Hello, my name is Stacey Moy. I come from a Chinese background. My parents immigrated to America from Hong Kong. They were part of a sizable mass group who migrated to Oregon in 1980 where there were many opportunities such as work and school. I was born in the early 80s.
In the education background, I summarized my educational history and how it relate to my desire to be a teacher. There were two AHA-moments when I had experience teaching that encourage me to go to the education route as a career path. First experience, I talked about the time I was able to tutor a few ESL classmates in 8th grade. Now my second example is when it was after I finished high school and I was only 18 when I had a chance to teach a small kindergarten class at a summer school managed by a family friend. I feel like I talked about these two instances on this blog or somewhere else.
Guiding Question: I talked about how this question came to be when I took my Service Learning course in Spring 2013. How can my compassion be used beneficially, productively and appropriately in my professional career?
Mission Statement: It's just a bit practical broad idea on how I can answer my guiding question. I am big on being respectful, kind, helpful and cooperative.
MAT/M.Ed Courses at Marylhurst University: Many of the courses I have learned a lot and I have had thought certain concepts at a deeper level. I enjoyed learning about the best ways of learning and teaching. I mentioned four courses that stood out and how they helped me build better skills to serve students and how they build my foundation for my professional career. For example, I refined my research skills in a practical way in the Action Researcher course. The skills I was able to work from that course, they are useful for many organizations.
Conclusion: These last two years, I gained knowledge and refined existing skills and learn new skills. I am building a stronger foundation for my professional career where ever it may lead me. There are four areas I would like to explore as my next steps. The four areas have something in common; they have an education base. I'm a big education person. I believe that education open doors and no one can't take it away if you lose all of your material wealth. Anyway, my immediate next steps, I plan to volunteer working with adolescents for the 2013-14 school year. I spent many years working with elementary students. It's time to broaden my knowledge and skills. By working with adolescents, I will push myself outside of my comfort zone and develop skills to be a better educator. I want to be seen as a K-12 educator. In addition, I still am going to continue to work at the after school program and I will entering my seventh year this Fall. I want to continue to be a positive supporter in a community that I already belong in.
Friday, July 19, 2013
Last Class
Today I finished my last summer class and it's also my last class of my program. It's bittersweet. I enjoyed attending so many of my classes these two years. It's refreshing to be with other classmates discussing many education issues and events. I also learned so much from them too. Now I will share a few reflections from the Second Language Methodology throughout this term:
Q: Why are we learning about historical language methodologies? How could your knowledge and understanding of these methods impact your teaching?
Learning about historical language methodologies are helpful because we need to know what worked or didn't worked. Reflecting over old methods provide us with people's original thoughts on how best to teach language. Each method has some value in promoting language learning. From our brainstorming on how to use each method in our teaching practice, I know I am able to use these methods in my practice. For example, I see myself in using community language(CLT) teaching since language requires interaction between people. With the CLT method, it provides my students a place to practice language. Language can be acquire when it is actively used.
Q:Choose one current methodology that you would like incorporate in your practice more regularly. Why did you choose that methodology? How can your students' language development benefit from that approach?
I chose community language learning (CLL) because this approach gives students the time to practice their language use orally. Of course I would incorporate content-based instruction to support students in learning academic English since many ELL students would not get much practice outside of school. Both approaches would benefit the students because they would be using academic language while gaining content knowledge. The more students have the chance to practice, the easier for them to acquire the academic English that is needed to succeed in school. When they gain the academic English proficiency, they would be able to communicate successfully in their professional careers and actually gain good financial situations.
Q:What were the highlights of your observations in the K and 4/5 classrooms on Monday? (On Monday, we had a field trip at a summer school serving ELL students.) What methodologies were the teachers using? What did you learn?
Kinder Classroom Highlights
*The teacher have a good management skills to get students to stay on-task for learning.
*Very interactive language learning with many opportunities with pair-share between students
*Lesson is clear and easy to follow
*Lesson delivery appropriate to students' age/cognitive level
*The teacher seemed to be using traditional teacher-directed mini lessons and community learning methods.
*I learned that being a language teacher to kindergarten students requires strong management skills, simple mini lessons, plenty of interaction for students to practice between themselves, clear communication and excitement of language learning.
4th Grade Classroom Hightlights:
*Students get to practice their persuasive writing skills.
*The teacher would monitor students as they work independantly.
*Majority of the students seemed to be engaged with their writing prompt.
*The teacher used the teacher-directed and silent writing methods.
*I learned that some students lost focus when they worked given a choice of how best brainstorm their ideas before writing the persuasive piece. It's important for students to think-pair-share for brainstorming ideas and reviewing over previous lessons or vocabulary. After the silent writing, students should get to have a few minutes to pair-share so peers can assist with checking if they hit the writing objective for the day. The next day lesson the students can do a compare and contract of what they did well or didn't do well. Since the teacher has seen each individual work and assess them, she can figure out where the students can improve on while sharing the positives.
Q: Why are we learning about historical language methodologies? How could your knowledge and understanding of these methods impact your teaching?
Learning about historical language methodologies are helpful because we need to know what worked or didn't worked. Reflecting over old methods provide us with people's original thoughts on how best to teach language. Each method has some value in promoting language learning. From our brainstorming on how to use each method in our teaching practice, I know I am able to use these methods in my practice. For example, I see myself in using community language(CLT) teaching since language requires interaction between people. With the CLT method, it provides my students a place to practice language. Language can be acquire when it is actively used.
Q:Choose one current methodology that you would like incorporate in your practice more regularly. Why did you choose that methodology? How can your students' language development benefit from that approach?
I chose community language learning (CLL) because this approach gives students the time to practice their language use orally. Of course I would incorporate content-based instruction to support students in learning academic English since many ELL students would not get much practice outside of school. Both approaches would benefit the students because they would be using academic language while gaining content knowledge. The more students have the chance to practice, the easier for them to acquire the academic English that is needed to succeed in school. When they gain the academic English proficiency, they would be able to communicate successfully in their professional careers and actually gain good financial situations.
Q:What were the highlights of your observations in the K and 4/5 classrooms on Monday? (On Monday, we had a field trip at a summer school serving ELL students.) What methodologies were the teachers using? What did you learn?
Kinder Classroom Highlights
*The teacher have a good management skills to get students to stay on-task for learning.
*Very interactive language learning with many opportunities with pair-share between students
*Lesson is clear and easy to follow
*Lesson delivery appropriate to students' age/cognitive level
*The teacher seemed to be using traditional teacher-directed mini lessons and community learning methods.
*I learned that being a language teacher to kindergarten students requires strong management skills, simple mini lessons, plenty of interaction for students to practice between themselves, clear communication and excitement of language learning.
4th Grade Classroom Hightlights:
*Students get to practice their persuasive writing skills.
*The teacher would monitor students as they work independantly.
*Majority of the students seemed to be engaged with their writing prompt.
*The teacher used the teacher-directed and silent writing methods.
*I learned that some students lost focus when they worked given a choice of how best brainstorm their ideas before writing the persuasive piece. It's important for students to think-pair-share for brainstorming ideas and reviewing over previous lessons or vocabulary. After the silent writing, students should get to have a few minutes to pair-share so peers can assist with checking if they hit the writing objective for the day. The next day lesson the students can do a compare and contract of what they did well or didn't do well. Since the teacher has seen each individual work and assess them, she can figure out where the students can improve on while sharing the positives.
Tuesday, June 18, 2013
Celebrating my Graduation and my Next Steps
Wow, it has been a very busy month. Last week I spent three days celebrating my in-pending graduation. Last Thursday (June 13), it was my hooding ceremony. It was a night for my colleagues and I to celebrate our masters (either in teaching or education). Here is a quick history on hooding. It was a more of an intimate setting. My second celebration was the Baccalaureate Mass where I got to participate by co-sharing the prayer. I had two dear friends named Lyla and Dorothy who were able to make it. It's a blessing to have good friends be there to celebrate one's achievement. I couldn't have done it alone without my support system and my God.
Finally, last Saturday (June 15) it was the commencement ceremony at the Oregon Convention Center. I was there early to get prepared with the other graduates. We were divided up by undergrads and grads as well as departments. Though, Master of Education shared a room with a few other graduate programs. We were blessed to have Bill, our dean of students in our room. He prepared us on what we all need to do. Around 10 am, all of us lined up and was ready to go into the Portland Ballroom. When we entered the ballroom, some of us had some paparazzi (really our family and friends) taking a lot of photos. The student speakers were all inspirational. Check one of them out here; there are other student speakers to view on the MU Youtube channel. Anyway,the Master of Education graduates were the last to cross the stage. I was the first one of us to cross. Somehow I ended up starting us. I was unofficially voted for that spot. In addition, I was standing closes to the card passer in our preparation room earlier. We had bagpipers to close the show. The faculty and the new graduates followed the bagpipers out of the ballroom. It was a bit chaotic. People trying to find their love ones and it was so crowded out in the hall. Many of us had cell phones to call or text family and friends. Actually two of my young cousins saw me and I followed them back to where my family was waiting.
My Next Steps
*First, I have one more term to go to officially graduate. What's neat is that I could celebrate my graduation earlier. Many people who still have summer term to go would do the current year's commencement. Who wants to wait a whole year? Basically I have one more class and my portfolio to put together. I also have to present my portfolio; it's more like a highlight of it and share what my next steps are.
*After completing my graduate work, I plan to spend a year of reflection and prayer. I really need time to debrief and figure out what I want to do next. I know my Master of Education (for alternative educators with no teaching license) degree is quite flexible. For example, I heard one former graduate who like working in the health field. This person use the degree to teach health lessons to patients or something like that. I believe this year of reflection and prayer, I will find what my passion is and apply for jobs that fit the bill.
Tonight, I attended an Alumni Success Panel at MU campus. It's an event hosted by the Career Services. There were five MU graduates who shared with the university community on how their MU degree and education has helped them in their current careers or applying/attending to other graduate programs at other universities. The topics covered was job hunting, networking, and the skills needed to land a job that fits you. I found it interesting. One of the panelist works in the education field. His name is Greg L. who graduated from MU with a BA in Communications back in 2011; he recently graduated from PSU's Master of Educational Leadership program. He has worked in the David Douglas S.D. for many years. Currently he is in the administration area. Previously he worked as an educational assistant and attendance department at David Douglas H.S. After the panel discussion, I was able to speak with him. I need to keep him in mind as one of my network contacts. After tonight, I realized I need to start a Linkin account. That is my goal in 2014. I want time to figure some things out before I start something new.
Finally, last Saturday (June 15) it was the commencement ceremony at the Oregon Convention Center. I was there early to get prepared with the other graduates. We were divided up by undergrads and grads as well as departments. Though, Master of Education shared a room with a few other graduate programs. We were blessed to have Bill, our dean of students in our room. He prepared us on what we all need to do. Around 10 am, all of us lined up and was ready to go into the Portland Ballroom. When we entered the ballroom, some of us had some paparazzi (really our family and friends) taking a lot of photos. The student speakers were all inspirational. Check one of them out here; there are other student speakers to view on the MU Youtube channel. Anyway,the Master of Education graduates were the last to cross the stage. I was the first one of us to cross. Somehow I ended up starting us. I was unofficially voted for that spot. In addition, I was standing closes to the card passer in our preparation room earlier. We had bagpipers to close the show. The faculty and the new graduates followed the bagpipers out of the ballroom. It was a bit chaotic. People trying to find their love ones and it was so crowded out in the hall. Many of us had cell phones to call or text family and friends. Actually two of my young cousins saw me and I followed them back to where my family was waiting.
My Next Steps
*First, I have one more term to go to officially graduate. What's neat is that I could celebrate my graduation earlier. Many people who still have summer term to go would do the current year's commencement. Who wants to wait a whole year? Basically I have one more class and my portfolio to put together. I also have to present my portfolio; it's more like a highlight of it and share what my next steps are.
*After completing my graduate work, I plan to spend a year of reflection and prayer. I really need time to debrief and figure out what I want to do next. I know my Master of Education (for alternative educators with no teaching license) degree is quite flexible. For example, I heard one former graduate who like working in the health field. This person use the degree to teach health lessons to patients or something like that. I believe this year of reflection and prayer, I will find what my passion is and apply for jobs that fit the bill.
Tonight, I attended an Alumni Success Panel at MU campus. It's an event hosted by the Career Services. There were five MU graduates who shared with the university community on how their MU degree and education has helped them in their current careers or applying/attending to other graduate programs at other universities. The topics covered was job hunting, networking, and the skills needed to land a job that fits you. I found it interesting. One of the panelist works in the education field. His name is Greg L. who graduated from MU with a BA in Communications back in 2011; he recently graduated from PSU's Master of Educational Leadership program. He has worked in the David Douglas S.D. for many years. Currently he is in the administration area. Previously he worked as an educational assistant and attendance department at David Douglas H.S. After the panel discussion, I was able to speak with him. I need to keep him in mind as one of my network contacts. After tonight, I realized I need to start a Linkin account. That is my goal in 2014. I want time to figure some things out before I start something new.
Saturday, May 11, 2013
How is my service learning?
For my service learning experience, I have spent fifteen hours so far assisting a first grade newcomer at a local school. I haven't worked with a newcomer who had no previous English language skills before. It was a challenge. I'm learning on the go. I like to think I am the solid and positive person in this young girl's life. I know it's a short time but I hope I leave a good impression. I like to think I'm getting the swing of things.
The newcomer has grown so much. She has been in school for six weeks now. She can produce a few words that is her own. Since she is pre-production language acquisition stage, she is learning receptive language and parrot language back. Since she's a very bright girl, I feel she could actually participate in very simple conversations by June.
I have made mistakes along the way. But I do learn from them. Mistakes are opportunities to learn and grow. Anyways, I go there on Thursday mornings. I have fifteen more hours to go to complete my volunteer requirements for my service learning class.
I will share with you what happened two days ago. During double dose of reading, the newcomer read to me. Sometimes she would test me and be the teacher. I would read the word and she usually repeats after me. In the middle of practice reading time, she worked on counting coins and the names of them. I kept saying the names of the coins and she repeated after me. After that quick math practice, I asked her if she wants to go back to reading. She said, "Yes" excitedly. She read aloud the next story. It was exciting that I was able to actually work with her. It's a victory! I feel that I was able to celebrate with this young student in her accomplishments that morning.
The newcomer has grown so much. She has been in school for six weeks now. She can produce a few words that is her own. Since she is pre-production language acquisition stage, she is learning receptive language and parrot language back. Since she's a very bright girl, I feel she could actually participate in very simple conversations by June.
I have made mistakes along the way. But I do learn from them. Mistakes are opportunities to learn and grow. Anyways, I go there on Thursday mornings. I have fifteen more hours to go to complete my volunteer requirements for my service learning class.
I will share with you what happened two days ago. During double dose of reading, the newcomer read to me. Sometimes she would test me and be the teacher. I would read the word and she usually repeats after me. In the middle of practice reading time, she worked on counting coins and the names of them. I kept saying the names of the coins and she repeated after me. After that quick math practice, I asked her if she wants to go back to reading. She said, "Yes" excitedly. She read aloud the next story. It was exciting that I was able to actually work with her. It's a victory! I feel that I was able to celebrate with this young student in her accomplishments that morning.
Wednesday, May 8, 2013
Taking a long-term approach is okay
Last week, my online class was discussing social change as a long-term approach. Here is what I said:One thing comes to mind on what walls I hit was when my dream of becoming a classroom teacher. I thought I can serve the public children by being an elementary school teacher. Things weren't coming together and twice I was diverted from that dream. Now I realized I have grown from how this dream isn't meant to be. I feel I have gotten closer in my relationship with God during these personal and professional struggles. I am learning how to be more self-compassionate. I still do see myself as a teacher and an educator; however, it would be different from what I thought for years. Right now I'm in discovery mode in where I will go professionally. Isn't it exciting? Now I can relate to older teenagers who are trying to figure out what they want to do after high school and which career path to start out on.
Yes, I believe that the local school (I'm doing my service learning experience) would need a long-term approach to really made positive social change for their students. Though each year, I feel that the administrators, teachers and staff should focus on one area to improve on. It can be overwhelming to make too many changes in a short time and they don't usually last. Over time I feel with that approach, all students will be educated based on Best Practices standards. Of course, they should start with what their strengths are and add with skills needed to better educate the students. I learned that researchers have proven better modes of teaching and learning so it's up to the educators to keep up with that. These educators need to figure out which strategies would work best with the students. (Just an add on: I believe classroom teachers can be action researchers. They can test out strategies to see what works best for their students and share the results within their school community. When teachers share their best strategies to each other, I feel students benefit the best.
As for me, this lecture reminds me that it's okay to take a long-term approach. Sometimes the stress of our society about making changes in a short time creates an anxiety in me. Since working with children all these years, my patience has grown so much. I come from a culture (Chinese) who are hard workers and sometimes we don't mind how long it takes. Sometimes there will be sacrifices in our own part to make our dreams happen. Though I am learning that self-care can't be sacrifice if one wants to live a well life and still be a social changer and a positive influence within one's community. Since starting at MU, I realized that I'm a social changer and I'm learning the tools here to prepare me professionally and personally. Anyways, I don't mind the journey and I'm learning that good changes do take time.
Yes, I believe that the local school (I'm doing my service learning experience) would need a long-term approach to really made positive social change for their students. Though each year, I feel that the administrators, teachers and staff should focus on one area to improve on. It can be overwhelming to make too many changes in a short time and they don't usually last. Over time I feel with that approach, all students will be educated based on Best Practices standards. Of course, they should start with what their strengths are and add with skills needed to better educate the students. I learned that researchers have proven better modes of teaching and learning so it's up to the educators to keep up with that. These educators need to figure out which strategies would work best with the students. (Just an add on: I believe classroom teachers can be action researchers. They can test out strategies to see what works best for their students and share the results within their school community. When teachers share their best strategies to each other, I feel students benefit the best.
As for me, this lecture reminds me that it's okay to take a long-term approach. Sometimes the stress of our society about making changes in a short time creates an anxiety in me. Since working with children all these years, my patience has grown so much. I come from a culture (Chinese) who are hard workers and sometimes we don't mind how long it takes. Sometimes there will be sacrifices in our own part to make our dreams happen. Though I am learning that self-care can't be sacrifice if one wants to live a well life and still be a social changer and a positive influence within one's community. Since starting at MU, I realized that I'm a social changer and I'm learning the tools here to prepare me professionally and personally. Anyways, I don't mind the journey and I'm learning that good changes do take time.
Friday, May 3, 2013
Compassion is connected to the heart
This is how I define compassion and how I see it:
Compassion to me is how it is connected to the heart. Susan mentioned on one of my forums that I was noticing how I see compassion as "heart work." When I am connected to someone, I can care about that person deeply. Since I do wear my heart on my sleeve and my other interpersonal strengths, I use them to help others. I enjoy helping someone when s/he accomplish something with my encouragement (sometimes people do need encouragement to get them to achieve something) or comfort them if they are sad or in pain or if they need a good friend by their side for the moment.
These last several years, I think I have developed an attitude of "How can I help you?" When I see someone in need, I feel like how can I help that person. Sometimes I am also a conduit to connect this person to someone else who can help better. Each one of us have our own gifts and talents to assist others. I learned that I can't help everyone in my path since that's impossible.
Since I have my faith, I pray to God and I do believe he would send the right person to help that person in need. Sometimes I am someone else's prayer request. For example, once I felt this urging to assist a Napoli family as they were getting ready to move to Kentucky to be closer to relatives. I join the team at my church who was helping them. I even spent my Thanksgiving Day, about a few hours, to spend time with the mother and daughter. (The sons/brothers was out with friends. By the way, their father/husband past away almost a year before they moved away. The team I mentioned was with this family that whole year with free babysitting and other assistance.) I use my strengths to help in any way possible. Since I didn't share the same language of the mother, I have observed her responses. She was grateful that I was there for emotional support as well as spiritual support. She gave me lots of smiles. The daughter who was six years old was hanging onto me. I didn't feel anything right away. During the time I was there, I was so focus on the family's needs. Later when I was able to process the exchanges, I did feel good that I could help others. From this experience, I like to help others. In this class, I learned that I'm a "heart work" type of person.
Sometimes I do get down. When I receive compassionate acts from people around me who noticed that I need encouragement, I feel good that someone did listen and show me that they care about me. I think the other person feels good that s/he can help me out too. I'm just thankful to my inner circle of friends. I have received hugs from other females that really cheered me up that they can empathize with me when I'm stressed or upset or frustrated.
It's funny, sometimes I just do kind acts without even thinking. One day last month, a co-worker thanked me for being so nice. I just responded to one of her complaints to make something easier for her. In my mind, what's the fuss, I'm happy to help you. To tell you the truth, I don't dwell about compassionate acts or even think about them. I just respond after I figure out what the other person's needs. If we are all about to do this constantly, our world would be a bit easier and kinder place to live in.
Compassion to me is how it is connected to the heart. Susan mentioned on one of my forums that I was noticing how I see compassion as "heart work." When I am connected to someone, I can care about that person deeply. Since I do wear my heart on my sleeve and my other interpersonal strengths, I use them to help others. I enjoy helping someone when s/he accomplish something with my encouragement (sometimes people do need encouragement to get them to achieve something) or comfort them if they are sad or in pain or if they need a good friend by their side for the moment.
These last several years, I think I have developed an attitude of "How can I help you?" When I see someone in need, I feel like how can I help that person. Sometimes I am also a conduit to connect this person to someone else who can help better. Each one of us have our own gifts and talents to assist others. I learned that I can't help everyone in my path since that's impossible.
Since I have my faith, I pray to God and I do believe he would send the right person to help that person in need. Sometimes I am someone else's prayer request. For example, once I felt this urging to assist a Napoli family as they were getting ready to move to Kentucky to be closer to relatives. I join the team at my church who was helping them. I even spent my Thanksgiving Day, about a few hours, to spend time with the mother and daughter. (The sons/brothers was out with friends. By the way, their father/husband past away almost a year before they moved away. The team I mentioned was with this family that whole year with free babysitting and other assistance.) I use my strengths to help in any way possible. Since I didn't share the same language of the mother, I have observed her responses. She was grateful that I was there for emotional support as well as spiritual support. She gave me lots of smiles. The daughter who was six years old was hanging onto me. I didn't feel anything right away. During the time I was there, I was so focus on the family's needs. Later when I was able to process the exchanges, I did feel good that I could help others. From this experience, I like to help others. In this class, I learned that I'm a "heart work" type of person.
Sometimes I do get down. When I receive compassionate acts from people around me who noticed that I need encouragement, I feel good that someone did listen and show me that they care about me. I think the other person feels good that s/he can help me out too. I'm just thankful to my inner circle of friends. I have received hugs from other females that really cheered me up that they can empathize with me when I'm stressed or upset or frustrated.
It's funny, sometimes I just do kind acts without even thinking. One day last month, a co-worker thanked me for being so nice. I just responded to one of her complaints to make something easier for her. In my mind, what's the fuss, I'm happy to help you. To tell you the truth, I don't dwell about compassionate acts or even think about them. I just respond after I figure out what the other person's needs. If we are all about to do this constantly, our world would be a bit easier and kinder place to live in.
Wednesday, April 24, 2013
Service Learning, Benefits & my own service learning project
What is service learning?
This short info clip has been created at a different university than the one I go to.
My Thoughts about the benefits of Service-Learning
(I wrote this on April 11th.) After reading Susan's speech and the condensed notes of it, I realized how many of the benefits resound with me. I know I'm a compassionate person since I was young; I had adults in my life who shaped me with their encouragement and guidance to make sure my compassionate self grows bigger and better. I had opportunities over the years for me to practice my compassion and my loving side keeps getting stronger and hopefully better at responding to help with other people's needs. Since I have developed and strengthen my spiritual faith, when I give myself to God, he also gives me the strength and wisdom to continue to use my compassion into my work and into my life.
I like the concept of community-based learning/service learning because this benefit the local community, the student and the university's relationship with the student and it's relationship with the local community. If everyone at Marylhurst signed up for this course once in their academic time here, students start to share with each other what they learned and experienced, this would a wonderful way to bond with each other. When we are all excited to give back, we continue to showcase our compassion. We are doing this not just to fullfill any requirements, but we service so others can benefit.
This quote resounds with me the strongest:
• Research has shown that those who give emotional support reap health benefits, and people involved in helping others through community activities live longer. When we feel compassionate or loving our heart rhythms actually shift, transmitting signals that sooth our bodies.
It's so natural for me to give emotional support. I understand how hard life can be so when I support someone emotionally, this person can manage life better. I'm a good listener too. For example, I support my students' emotional state and sometimes their parents too at my after school care program job. I coached and taught different emotional intelligence skills such as how to manage one's anger to be able to speak to someone and how to watch out one's tone of voice to better communicate calmly one's needs and wants. As for the parents, sometimes I have to comfort the single parents of some of my charges since they show up feeling stressed and other emotions. I show my support of them as adults and how hard it's to be a single parent. I empathize with their children since I also was raised by a single mother growing up. By supporting these parents' emotional needs, it makes it easier for them to transition to meet their children happily and not let their work or whatever life's stresses interfere with their relationships with their kids.
I still have a lot to learn myself. I know I have a high emotional intelligence but I also have a couple areas within it that I need to work on. Currently I am participating in heavy self-care regimen such as prayers and listening to positive music so I can better meet my own needs. I learned over the years that it's okay to self-care; if I don't do that, I won't have much to give back.
My Service Learning Project
I am doing my service learning at a local school in SE Portland. I am working with a first grade newcomer who recently immigrated from Vietnam with her family just a few weeks ago. I have never worked with a newcomer first grade student with no previous English skills. (The newcomers I helped with English acquisition was with my own relatives who has immigrated here over the years. Though they had some English language skills before coming to America.)This is going to be a good challenge to help me professionally. I have worked with English Language Learners (ELLs) who are elementary aged students previously but they were at a higher English language acquisition level. By the way, I have only been there twice; I'll be going there again tomorrow morning.
My questions about my service learning project are: How can my services benefit the school community specifically? How is my presence going to impact the newcomer?(I'm hoping it would be for the better. Since I don't speak Vietnamese, I have only my smiles and non-verbal communication to help me connect with the student. I am working to gain her trust so we can really work together in her English language acquisition.) Will I inspire and encourage teachers to find better strategies to teach newcomer students? Learn along with me as I post what I'm learning throughout this term.
This short info clip has been created at a different university than the one I go to.
My Thoughts about the benefits of Service-Learning
(I wrote this on April 11th.) After reading Susan's speech and the condensed notes of it, I realized how many of the benefits resound with me. I know I'm a compassionate person since I was young; I had adults in my life who shaped me with their encouragement and guidance to make sure my compassionate self grows bigger and better. I had opportunities over the years for me to practice my compassion and my loving side keeps getting stronger and hopefully better at responding to help with other people's needs. Since I have developed and strengthen my spiritual faith, when I give myself to God, he also gives me the strength and wisdom to continue to use my compassion into my work and into my life.
I like the concept of community-based learning/service learning because this benefit the local community, the student and the university's relationship with the student and it's relationship with the local community. If everyone at Marylhurst signed up for this course once in their academic time here, students start to share with each other what they learned and experienced, this would a wonderful way to bond with each other. When we are all excited to give back, we continue to showcase our compassion. We are doing this not just to fullfill any requirements, but we service so others can benefit.
This quote resounds with me the strongest:
• Research has shown that those who give emotional support reap health benefits, and people involved in helping others through community activities live longer. When we feel compassionate or loving our heart rhythms actually shift, transmitting signals that sooth our bodies.
It's so natural for me to give emotional support. I understand how hard life can be so when I support someone emotionally, this person can manage life better. I'm a good listener too. For example, I support my students' emotional state and sometimes their parents too at my after school care program job. I coached and taught different emotional intelligence skills such as how to manage one's anger to be able to speak to someone and how to watch out one's tone of voice to better communicate calmly one's needs and wants. As for the parents, sometimes I have to comfort the single parents of some of my charges since they show up feeling stressed and other emotions. I show my support of them as adults and how hard it's to be a single parent. I empathize with their children since I also was raised by a single mother growing up. By supporting these parents' emotional needs, it makes it easier for them to transition to meet their children happily and not let their work or whatever life's stresses interfere with their relationships with their kids.
I still have a lot to learn myself. I know I have a high emotional intelligence but I also have a couple areas within it that I need to work on. Currently I am participating in heavy self-care regimen such as prayers and listening to positive music so I can better meet my own needs. I learned over the years that it's okay to self-care; if I don't do that, I won't have much to give back.
My Service Learning Project
I am doing my service learning at a local school in SE Portland. I am working with a first grade newcomer who recently immigrated from Vietnam with her family just a few weeks ago. I have never worked with a newcomer first grade student with no previous English skills. (The newcomers I helped with English acquisition was with my own relatives who has immigrated here over the years. Though they had some English language skills before coming to America.)This is going to be a good challenge to help me professionally. I have worked with English Language Learners (ELLs) who are elementary aged students previously but they were at a higher English language acquisition level. By the way, I have only been there twice; I'll be going there again tomorrow morning.
My questions about my service learning project are: How can my services benefit the school community specifically? How is my presence going to impact the newcomer?(I'm hoping it would be for the better. Since I don't speak Vietnamese, I have only my smiles and non-verbal communication to help me connect with the student. I am working to gain her trust so we can really work together in her English language acquisition.) Will I inspire and encourage teachers to find better strategies to teach newcomer students? Learn along with me as I post what I'm learning throughout this term.
Summary of what Compassion is
I just want to share what my classmates and I collectively came up about compassion for the Compassion in Action:Service Learning Seminar course. Our instructor summarize our thoughts:
As we look into compassion on several levels and enter into our work in the work in our communities, the topic of self-compassion is bound to come up. We want to help "be the change" and we want to see progress in both ourselves and the causes/social change work in which we have engaged—now!I like how my instructor Susan provide some wise words alongside our comments and learning. When she said about changing negative words to more positive words, she is reinforcing what I'm learning from my Action Research instructor Janice on word choice. If we use negative words, it won't help us to move and grow in a healthy way. If we change our perspective and use more positive words, we can actually change for the better.
For most of us, self-compassion is one of the most difficult practices and is a continual process or journey. This has been expressed in a variety of ways in many of [on Moodle postings]—and is reinforced through spiritual teachings and thousands of self-help books. I paraphrase and quote here from our site (anonymously): It is easier to care for others than for myself. I feel guilty if I care for myself. Self-care is really difficult for me, I have never been good at it. I feel exasperation with an inability to change bad habits.
I feel moved to share something that has helped me in my own personal practice of compassion for self. Whenever I find myself thinking about a fault or weakness I "see" in me, or feel impatient with myself, I deliberately shift these terms (fault or weakness) in my head to a "vulnerability" or "opportunity for growth." It has been my experience that this softens the "self talk" and helps me to have deeper or renewed compassion--for self and others. (Of course, sometimes the use of fault or weakness is actually accurate -- but I always stop to think about it instead of just automatically blaming or beating up on myself.)
Likewise, when I interact with difficult people, people who project and lash out, or continually complain, I try to turn my ideas around these situations, too. A complaint is a "longing unfulfilled," and when people are unpleasant I allow the benefit of the doubt—perhaps they are spiritually bereft, are ill, feeling downtrodden, just suffered a personal loss (such as the loss of a loved one), and so forth. So in this way, I also try to anticipate and "hold" others' vulnerabilities, too. This is not an easy practice, and like many of you also spoke about in your posts, we are not always successful. (Back around to self-compassion.)
We can’t go outward with great compassion—or even write about it for that matter—unless compassion resides deeply and lovingly right where we nest, whatever our nest looks like (single, married, partnered, children/no children, still living with parents, etc).
Of course, I am not suggesting that none of us be involved/become involved in outside causes with which we resonate and through which we wish to help create positive social change! We need to continue with the "outer work." But we cannot forget the "inner work"--which begins with us personally and ripples outwards to our intimate others, our extended families, and then into our communities and the world.
This is not easy, and it takes continual practice and vigilance. And it is some of the most rewarding and necessary work toward world peace.
Wednesday, April 17, 2013
A Kaleidoscope definition of Compassion (World Religions)
Below is a continuation of defining compassion with world religions in my compassion service learning course. We have discussed our definition previously through the mainstream American (secular) belief and the Christian viewpoint.
All the religions mentioned has touched on what I understand what compassion is. Though, I feel more a connection to what Susan Skog said, what the Dalai Lama said and the Judaism says on compassion.
First, Susan Skog states, "Compassion...is about letting others so affect us that they crack open our vulnerable places. They touch our pockets of pain, and in that solidarity we can say, 'I feel your pain because I have been there before' ' (Skog, 2001). When Ms. Skog used this phrase "letting others so affect us that they crack open our vulnerable places' I felt a connection to how to explain what I see myself doing. Actually I am using the word "compassion" as my guiding question as part of my M.Ed portfolio. I feel that over the years, I have nurtured this compassionate side with the help of others. God has given me a great heart for people especially the ones in need. I feel I fuel my compassion gets bigger when I do many compassionate acts as well as continuing my relationship with my God.
Second, Dalai Lama thoughts on compassionate acts explain on how I see myself interacting with others. He said, “When we act out of concern for others, our behaviors towards them is automatically positive. This is because we have no room for suspicion when our hearts are filled with love. It is as if an inner door is opened, allowing us to reach out. Having concern for others breaks down the impediment which inhibits healthy interaction with others” (Dalai Lama, 1999). Though, he does make it sound easy that others would accept this genuine gesture. However, I have learned that I have been rejected sometimes. At times, the other person won’t be able to accept any compassionate acts when s/he has their own issues interfering with being open with you. Sometimes, some people may misinterpret your kind actions. I am learning to let that go and still remain kind toward that person. I may not fully understand what hurt in that person’s life but I can empathize with it. It helps that I have God to pray to so he can watch and care for that person better than I can.
Furthermore, the Jewish term “mitzvot’ as in loving one’s neighbors as myself as well as being kind to strangers really resounded in me. This really connected to my Christian faith. When we are able to actually love our neighbors and be kind to strangers as we wanted in ourselves, we bring in compassion into our communities. Truly I believe that compassion is needed to have healthy communities. Life is hard but when we are all compassionate, we can assist in each other burdens. With love and care, living isn’t so bad.
In conclusion, compassion requires you to lift off your eyes and see with the other people’s eyes. We would have to feel empathy toward the other person’s needs and issues. Compassion also requires us to act kindly to benefit someone’s needs. In doing so, we want to help someone in need and not do these acts as a selfish reason in expecting something good comes our way. ***************************************************
Resources: Ancient Wisdom, Modern World by Dalai Lama
Radical Acts of Love:How Compassion is Transforming our World by Susan Skog.
All the religions mentioned has touched on what I understand what compassion is. Though, I feel more a connection to what Susan Skog said, what the Dalai Lama said and the Judaism says on compassion.
First, Susan Skog states, "Compassion...is about letting others so affect us that they crack open our vulnerable places. They touch our pockets of pain, and in that solidarity we can say, 'I feel your pain because I have been there before' ' (Skog, 2001). When Ms. Skog used this phrase "letting others so affect us that they crack open our vulnerable places' I felt a connection to how to explain what I see myself doing. Actually I am using the word "compassion" as my guiding question as part of my M.Ed portfolio. I feel that over the years, I have nurtured this compassionate side with the help of others. God has given me a great heart for people especially the ones in need. I feel I fuel my compassion gets bigger when I do many compassionate acts as well as continuing my relationship with my God.
Second, Dalai Lama thoughts on compassionate acts explain on how I see myself interacting with others. He said, “When we act out of concern for others, our behaviors towards them is automatically positive. This is because we have no room for suspicion when our hearts are filled with love. It is as if an inner door is opened, allowing us to reach out. Having concern for others breaks down the impediment which inhibits healthy interaction with others” (Dalai Lama, 1999). Though, he does make it sound easy that others would accept this genuine gesture. However, I have learned that I have been rejected sometimes. At times, the other person won’t be able to accept any compassionate acts when s/he has their own issues interfering with being open with you. Sometimes, some people may misinterpret your kind actions. I am learning to let that go and still remain kind toward that person. I may not fully understand what hurt in that person’s life but I can empathize with it. It helps that I have God to pray to so he can watch and care for that person better than I can.
Furthermore, the Jewish term “mitzvot’ as in loving one’s neighbors as myself as well as being kind to strangers really resounded in me. This really connected to my Christian faith. When we are able to actually love our neighbors and be kind to strangers as we wanted in ourselves, we bring in compassion into our communities. Truly I believe that compassion is needed to have healthy communities. Life is hard but when we are all compassionate, we can assist in each other burdens. With love and care, living isn’t so bad.
In conclusion, compassion requires you to lift off your eyes and see with the other people’s eyes. We would have to feel empathy toward the other person’s needs and issues. Compassion also requires us to act kindly to benefit someone’s needs. In doing so, we want to help someone in need and not do these acts as a selfish reason in expecting something good comes our way. ***************************************************
Resources: Ancient Wisdom, Modern World by Dalai Lama
Radical Acts of Love:How Compassion is Transforming our World by Susan Skog.
Tuesday, April 16, 2013
Learning from the Native American culture
Note: In the blog, I can only report what I'm learning. I won't be able to share anything of what my classmates are learning and saying since we have a confidential clause as part of our community norms. By the way, I'm no expert on any Native American cultures and tribes. I can only share what I am learning or have known from books and from Native people.
In my service learning online class, we are learning about compassion in what we do in our work, our service learning projects (volunteering) and our lives. Since we are living here in America, we can learn a lot about compassion and forgiveness from Indigenous North American Spiritual Traditions. My instructor Susan Carter said, "Since we are looking at compassion from various world religions, I thought it was also appropriate to honor the people on whose land we stand--the Native American peoples.In the Lakota worldview there is a phrase (which is also a prayer) with which you may be familiar--"Mitakuye Oyasin," which has been translated into English as "All My Relations." This prayer of oneness demonstrates a worldview which holds that all creatures, such as people, animals, and birds, as well as such "things" as water, grasses, and rocks are all considered "relations." If we apply this to our discussion of compassion, this extends compassion from the inner world of each individual outward to the outer world--to all others, the Earth, and the cosmos. If we are related (as in "relations" or "related to") then we are also not separate; we are all interconnected. Most (if not all) indigenous peoples hold such a worldview."
By the way, each native would want to call themselves differently as a whole group (outside of their tribe names); they are Native Americans, American Indians, and for the ones in Canada, they called themselves First Nations peoples. Before you identify someone, let them self-identified what they want to be called based on their individual preferences.
Here are two youtube clips named "All My Relations":
My instructor Susan Carter said about these videos, "you will be able to view two YouTube videos (which are short, a bit over 3 minutes each) that beautifully express compassion and forgiveness from a Native American/American Indian standpoint. You will note that they move from Native American/American Indian ancestors (past) to the present, and gradually include the larger world community (even the exterminators and oppressors)." How do I respond to these videos? What did I learn about compassion and forgiveness from this tribe?
From what I learned, the community is a huge part of a Native American cultural lifestyle. Many uses drumming, singing/chanting, and dancing to bring everyone together to celebrate or honor someone or something. From the title "All my Relations" and from the speaker addressing his/her audience, it's important to remember one's ancestors and love ones who has past away. These people has played a part to shaped an individual's and the community's identity. The people in your life currently play a big part in supporting and encouraging you in this life's journey. When we are connected with each other, we can relate with each other and in turn, we want to be there for each other which is where compassion comes in. It's hard to be compassionate with another human being if you can't relate to the other and have no connection. I believe a celebration or a community activity can help bridge people to connect with each other so when someone is in need or celebration support, you can be there for that someone. Basically a healthy community would need celebration and bonding time.
In my service learning online class, we are learning about compassion in what we do in our work, our service learning projects (volunteering) and our lives. Since we are living here in America, we can learn a lot about compassion and forgiveness from Indigenous North American Spiritual Traditions. My instructor Susan Carter said, "Since we are looking at compassion from various world religions, I thought it was also appropriate to honor the people on whose land we stand--the Native American peoples.In the Lakota worldview there is a phrase (which is also a prayer) with which you may be familiar--"Mitakuye Oyasin," which has been translated into English as "All My Relations." This prayer of oneness demonstrates a worldview which holds that all creatures, such as people, animals, and birds, as well as such "things" as water, grasses, and rocks are all considered "relations." If we apply this to our discussion of compassion, this extends compassion from the inner world of each individual outward to the outer world--to all others, the Earth, and the cosmos. If we are related (as in "relations" or "related to") then we are also not separate; we are all interconnected. Most (if not all) indigenous peoples hold such a worldview."
By the way, each native would want to call themselves differently as a whole group (outside of their tribe names); they are Native Americans, American Indians, and for the ones in Canada, they called themselves First Nations peoples. Before you identify someone, let them self-identified what they want to be called based on their individual preferences.
Here are two youtube clips named "All My Relations":
My instructor Susan Carter said about these videos, "you will be able to view two YouTube videos (which are short, a bit over 3 minutes each) that beautifully express compassion and forgiveness from a Native American/American Indian standpoint. You will note that they move from Native American/American Indian ancestors (past) to the present, and gradually include the larger world community (even the exterminators and oppressors)." How do I respond to these videos? What did I learn about compassion and forgiveness from this tribe?
From what I learned, the community is a huge part of a Native American cultural lifestyle. Many uses drumming, singing/chanting, and dancing to bring everyone together to celebrate or honor someone or something. From the title "All my Relations" and from the speaker addressing his/her audience, it's important to remember one's ancestors and love ones who has past away. These people has played a part to shaped an individual's and the community's identity. The people in your life currently play a big part in supporting and encouraging you in this life's journey. When we are connected with each other, we can relate with each other and in turn, we want to be there for each other which is where compassion comes in. It's hard to be compassionate with another human being if you can't relate to the other and have no connection. I believe a celebration or a community activity can help bridge people to connect with each other so when someone is in need or celebration support, you can be there for that someone. Basically a healthy community would need celebration and bonding time.
Saturday, April 6, 2013
Learning about myself /Crazy first week of Spring Term
I had my up and down moments throughout this week. I didn't get much rest over Spring break. I only had the Easter weekend. One of my instructors emailed us an syllabus. I read it over the weekend and started to panic. I wasn't able to go onto my Moodle account since the IT team was upgrading. When I finally access it, I read the syllabus/plan for my Compassion in Action:Service Learning Seminar and I panicked. Both courses I will do a lot of work. I reminded myself to take a step at a time.
On Monday at 1:15 pm, I felt this calmness coming outside and inside myself. I knew it was the Holy Spirit who heard my cries and came to give me the calmness. He assisted me by focusing my attention to where I needed to be and what to do. He gave me words when I couldn't think of any on my own. When I arrived to work, I was calm and happy. I enjoyed a fun afternoon with my kids; amazingly they are pretty good even after being gone from school for Spring Break. God is good; he placed me where I needed to be to flourish in my professional life (and maybe a tad bit with my personal life). I have co-workers I trust and we work together well. We support each other emotionally and mentally. If one of us can't communicate with one of our charges, one of us would go over and assist with that child. I have an amazing boss who cares and I feel heard.
With this new found calmness, I was able to focus on my school work. With the Spirit's help, I was able to prioritize what to do each day without overwhelming myself. In grad school, I'm learning to respect my own process; sometimes I'm am impatient on how slow I process things when I feel a pressure to hurry up. It's okay to remind others that I need a little extra time to think and do.
Something happened Wednesday night when I received a feedback from someone. I thought we were kind of close friends. She sees us more like acquaintances. The problem maybe that when I see or hear someone feeling stressed, hurt, sad or whatever, I act like their best friends to comfort or encourage or support. I realized not everyone is comfortable with that. Normally I do better with face to face relationships. But since I think I forced some friendships over Facebook, hmm, it means I need to stop. It's not healthy. I knew better. I am realizing how lonely I am. For the last ten years I have been praying to find best Christian friends who are similar spiritual faith level as me and I do need human support to maintain my faith.
I do have one best friend but she doesn't share my faith. It's okay. I love her a lot; I won't trade her for the world. I think God has placed her in my life as I am in hers; I think this was my prayer request I had since I was 12. It took me thirteen long lonely years to find a good friend like her. She's wonderful since she understand I do need other close friends who share my faith. Not many people can really accept me with my oddities. She said that I kind of remind her of Sheldon, the odd-ball character (creator interview mentioned Sheldon has Asperger's Syndrome) from the Big Bang Theory show. I can be funny without realizing it. The difference from Sheldon is that I have feelings and I'm in touch with them. I do put my heart on my sleeve. I do care if I affect people the wrong way. God has given me a compassionate heart; I am learning to use it purposefully with his direction. Sometimes I do get emotional. What I need from people is to continue to be patient and kind; sometimes gently point me to the right direction or give me reassurance when I need it.
Wow, this blog entry is a bit more personal than I originally attended. I usually try to focus on what I'm learning and thinking, how I feel about certain concepts and other school-related topics on here. However I will leave what I am thinking about in my personal life. It's funny how a small part of my life can affect me in how I process information and feelings. I will get past this but it would take time. It's important to create a balance in one life to stay content. On the good points, I am solid with my relationship with God, good with school and professional life and pretty good with my other relationships. It's just a small part is finding best Christian friends to fill up my life.
I'm glad that last night I had a chance to see my best friend. Her advice to me is that,"Just let go. Surround yourself with people who care about you and truly accept you. You don't need negative people or people who don't truly understand you in your life. You are a good person with a kind heart. I'm your good friend." We ended up making each other laugh and I even brightened her day.
What I hope to accomplish with my personal story is the ability to assist others who are alone out there. My messages are: You aren't alone. You will find like-minded friends who care about you even with your quirks. Even with one best friend in your life, it does help make life tolerable and even enjoyable. No wonder I feel a deep connection with children who struggle with friendships; I ended up coaching and guiding them to make friends. These kids will come to me and open their heart out when they want to be heard. Not just them but also other young students may need to be heard; they also come to me. This is why my compassionate side is really awesome and we do need more compassion in this world.
On Monday at 1:15 pm, I felt this calmness coming outside and inside myself. I knew it was the Holy Spirit who heard my cries and came to give me the calmness. He assisted me by focusing my attention to where I needed to be and what to do. He gave me words when I couldn't think of any on my own. When I arrived to work, I was calm and happy. I enjoyed a fun afternoon with my kids; amazingly they are pretty good even after being gone from school for Spring Break. God is good; he placed me where I needed to be to flourish in my professional life (and maybe a tad bit with my personal life). I have co-workers I trust and we work together well. We support each other emotionally and mentally. If one of us can't communicate with one of our charges, one of us would go over and assist with that child. I have an amazing boss who cares and I feel heard.
With this new found calmness, I was able to focus on my school work. With the Spirit's help, I was able to prioritize what to do each day without overwhelming myself. In grad school, I'm learning to respect my own process; sometimes I'm am impatient on how slow I process things when I feel a pressure to hurry up. It's okay to remind others that I need a little extra time to think and do.
Something happened Wednesday night when I received a feedback from someone. I thought we were kind of close friends. She sees us more like acquaintances. The problem maybe that when I see or hear someone feeling stressed, hurt, sad or whatever, I act like their best friends to comfort or encourage or support. I realized not everyone is comfortable with that. Normally I do better with face to face relationships. But since I think I forced some friendships over Facebook, hmm, it means I need to stop. It's not healthy. I knew better. I am realizing how lonely I am. For the last ten years I have been praying to find best Christian friends who are similar spiritual faith level as me and I do need human support to maintain my faith.
I do have one best friend but she doesn't share my faith. It's okay. I love her a lot; I won't trade her for the world. I think God has placed her in my life as I am in hers; I think this was my prayer request I had since I was 12. It took me thirteen long lonely years to find a good friend like her. She's wonderful since she understand I do need other close friends who share my faith. Not many people can really accept me with my oddities. She said that I kind of remind her of Sheldon, the odd-ball character (creator interview mentioned Sheldon has Asperger's Syndrome) from the Big Bang Theory show. I can be funny without realizing it. The difference from Sheldon is that I have feelings and I'm in touch with them. I do put my heart on my sleeve. I do care if I affect people the wrong way. God has given me a compassionate heart; I am learning to use it purposefully with his direction. Sometimes I do get emotional. What I need from people is to continue to be patient and kind; sometimes gently point me to the right direction or give me reassurance when I need it.
Wow, this blog entry is a bit more personal than I originally attended. I usually try to focus on what I'm learning and thinking, how I feel about certain concepts and other school-related topics on here. However I will leave what I am thinking about in my personal life. It's funny how a small part of my life can affect me in how I process information and feelings. I will get past this but it would take time. It's important to create a balance in one life to stay content. On the good points, I am solid with my relationship with God, good with school and professional life and pretty good with my other relationships. It's just a small part is finding best Christian friends to fill up my life.
I'm glad that last night I had a chance to see my best friend. Her advice to me is that,"Just let go. Surround yourself with people who care about you and truly accept you. You don't need negative people or people who don't truly understand you in your life. You are a good person with a kind heart. I'm your good friend." We ended up making each other laugh and I even brightened her day.
What I hope to accomplish with my personal story is the ability to assist others who are alone out there. My messages are: You aren't alone. You will find like-minded friends who care about you even with your quirks. Even with one best friend in your life, it does help make life tolerable and even enjoyable. No wonder I feel a deep connection with children who struggle with friendships; I ended up coaching and guiding them to make friends. These kids will come to me and open their heart out when they want to be heard. Not just them but also other young students may need to be heard; they also come to me. This is why my compassionate side is really awesome and we do need more compassion in this world.
Thursday, March 28, 2013
End of Winter Term 2013 and Course Evaluations
Today I finally finished my winter term. I just turned in my final project for my descriptive linguistics class. It was tough. I am glad it's over. Now I can go and enjoy my Easter weekend and the rest of my Spring Break.
I just also completed my course evaluations. At Marylhurst, they really want to improve their courses so at the end of every term, they email you the link to complete the survey on one's courses. Here is why course evaluations are important:
Anyways, I decided to on my grades and I received an A- in adolescent development. As for my final grade in my linguistics class, I won't find out until later. Spring term starts for me next Tuesday, April 2nd. On Tuesday nights I will be taking a course called Teacher as an Action Researcher. I will also be taking a Compassion in Action:Service Learning Seminar course online. I will meet like-minded people who are going to spend at least 30 hours serving the local communities around here online. Stay tune about Spring Term plans.
I just also completed my course evaluations. At Marylhurst, they really want to improve their courses so at the end of every term, they email you the link to complete the survey on one's courses. Here is why course evaluations are important:
Anyways, I decided to on my grades and I received an A- in adolescent development. As for my final grade in my linguistics class, I won't find out until later. Spring term starts for me next Tuesday, April 2nd. On Tuesday nights I will be taking a course called Teacher as an Action Researcher. I will also be taking a Compassion in Action:Service Learning Seminar course online. I will meet like-minded people who are going to spend at least 30 hours serving the local communities around here online. Stay tune about Spring Term plans.
Tuesday, March 19, 2013
Four Stages of Faith Identity (Marcia's)
Right now I am finishing up my revised term paper for my adolescent development class. In one aspect of my paper, I talked about my spiritual faith and where I was at as an adolescent. James Fowler has his stages of Faith development from young children to adults. Now I am reading another article that talks about Marcia's Identity stages while other researchers uses her model in faith development during adolescence. I am using this to teach others. Here is a summary:
In general, our findings seem to confirm the commitment and exploration conceptual underpinnings of Marcia’s (1966) adolescent identity-status categories in the religious domain. Our analyses of religious commitment and crisis (doubting), and especially our analysis of belief-confirming versus belief-threatening exploration, lend support to the validity of Marcia’s conceptualization. However, we would agree that religious doubt, itself, is only a part of religious exploration and possibly a better indication of crisis rather than active exploration. Our assessment of the consultation process for religious questions and doubts is probably a better measure of actual exploration, related to potential commitment or avoidance of commitment. Overall, then, what do our findings suggest regarding links between religion and each of the four identity statuses?Hunsberger, B., Pratt, M. & Pancer, S.M. (2001). Adolescent identity formation: Religious exploration and commitment. An International Journal of Theory and Research, 1:4, 365-386. Link: http://dx.doi.org/10.1207/S1532706XID0104_04.
1. Achievement: In general, there was little association between identity achievement and religion in our studies. There was a weak tendency for achievement to be related to religious commitment in Study 2 only, but there was no link between achievement and the extent of self-reported religious doubting in eitherstudy. Notably, however, when more achieved individuals did have questions and doubts, they tended to consult both belief-confirming and belief-threatening sources for assistance. They were, thus, apparently open to hearing “both sides of the issues,” consistent with Berzonsky and Kuk’s (2000) and Berzonsky and Sullivan’s (1992) informational style proposals.
2. Moratorium: These scores were modestly related to evidence of more religious doubting, lack of religious commitment, and lower religious fundamentalism. Higher Moratorium scores were related to a tendency to avoid BCC both concurrently and 2 years in the future. Indeed, consistent with this, Moratorium scores were also linked with self-perceptions of becoming less religious over time.
3. Foreclosure:Our findings suggested that foreclosed individuals have indeed made religious commitments, generally accepting the religious teachings they grew up with. They also tended to believe that they belong to the one, true religion (as measured by the RF scale), and they were inclined not to doubt religious teachings. When doubts did arise in their lives, they preferred to resolve them by consulting sources that would confirm traditional religious teachings, and they tended to avoid sources that might threaten their religious beliefs, both concurrently and in the future. In light of this, it is not surprising that Foreclosure scores were predictive of decreased religious doubting 2 years later.
4. Diffusion: Finally, diffused individuals tended to be experiencing moredoubts about religion and were generally religiously uncommitted. They tended to be nonfundamentalist in their approach to religion, were inclined to avoid going to church, and also tended to disagree with parental religious teachings. They also did not seem particularly interested in seeking out information to help them resolve religious issues, tending to avoid both belief-confirming and belief-threatening sources of information. Consistent with the conceptualization of diffused identity, these people seemed to be avoiding both association with religion and seeking out information that might help them to resolve religious questions and doubts. Diffusion scores were predictive of decreased consultation (both pro- and anti-religious) in the future. There was also evidence that people with higher Diffusion scores were able to recognize that they were drifting further away from religion over time. These patterns generally parallel the diffuse–avoidant style of information processing described by Berzonsky and Kuk (2000).
These patterns of associations between identity status and religion are generally quite consistent with the conceptualization of the identity construct, and they add color and texture to basic identity-religion associations. More important, our findings regarding consultation for religious doubts are, with the exception of moratorium status, consistent with Berzonsky and Kuk’s (2000) suggestion that different identity statuses may have unique information-seeking and processing styles. Furthermore, these styles may have important implications for the eventual religious commitments (or lack thereof) among our participants.
Wednesday, March 13, 2013
Last Adolescent Class: Alternative Teen Lit Guide
Last night I had my last adolescent class. We didn't finish until 9:30 pm (15 mins extra since class officially ended at 9:15 pm). Each of us presented our alternative teen lit guide. What are alternative literacies? It's defined as learning, processing and sharing information in non-traditional ways such as blogging, music sharing, movie making, digital storytelling, video/online gaming, art making, etc. Everyone did such a good job presenting their guides either with brochures, power point or webpages.
I was losing my voice so I had to present my guide in a softer voice than normal. It's this awful cold. I chose video and online games as my alternative lit. Please check it out here. You can print out the brochure that covers why video and online gaming does support literacy in adolescents here. (You have to hit the hyperlink 'here' of Learn about video and online games as alternative teen lit here for you to be able to download and print it out.) I received several comments and a few add-on comments. Abi shared with us about two video game related books called Ready Player One by Ernest Cline and Level Up by Gene Lwen Yan (latter is a graphic novel). I feel I did well. A couple of classmates positively praised my presentation.
I can't believe this class is over already. I have learned so much. I still have to work on my paper for revision to get a better grade (not happy with my score) and the matrix which is a guide on how I deal with adolescents in their crises. I will share more on that in another blog entry. My term doesn't end until I turn in my final three assignments to my instructors.
With my voice being weak, the plus side is that my kids from work is more patient with me as well as being helpful. They were on the best behavior. I only had a couple minor issues with a few kindergartners. Though, my first graders were just excellent. I had three first grade helpers who assisted in gathering the whole group to transition to the next activity and make announcements for me. I wonder if I can milk this laryngitis longer. My voice is still semi-out. If I do recover in a few days, I may want to pretend that I still have lost my voice until Spring break. Generally little kids are so helpful when they realized that you are in a need for help.
I was losing my voice so I had to present my guide in a softer voice than normal. It's this awful cold. I chose video and online games as my alternative lit. Please check it out here. You can print out the brochure that covers why video and online gaming does support literacy in adolescents here. (You have to hit the hyperlink 'here' of Learn about video and online games as alternative teen lit here for you to be able to download and print it out.) I received several comments and a few add-on comments. Abi shared with us about two video game related books called Ready Player One by Ernest Cline and Level Up by Gene Lwen Yan (latter is a graphic novel). I feel I did well. A couple of classmates positively praised my presentation.
I can't believe this class is over already. I have learned so much. I still have to work on my paper for revision to get a better grade (not happy with my score) and the matrix which is a guide on how I deal with adolescents in their crises. I will share more on that in another blog entry. My term doesn't end until I turn in my final three assignments to my instructors.
With my voice being weak, the plus side is that my kids from work is more patient with me as well as being helpful. They were on the best behavior. I only had a couple minor issues with a few kindergartners. Though, my first graders were just excellent. I had three first grade helpers who assisted in gathering the whole group to transition to the next activity and make announcements for me. I wonder if I can milk this laryngitis longer. My voice is still semi-out. If I do recover in a few days, I may want to pretend that I still have lost my voice until Spring break. Generally little kids are so helpful when they realized that you are in a need for help.
Saturday, March 9, 2013
Ethnic Identity
Wow, it has been awhile. I've been so busy with my classes and life this winter. Time to update what's going on. I have one more week of classes left. I have three major assignments due soon. More on that later. This term in adolescent development, I learned a lot about the different crisis and identity seeking issues that young people have.
Just a few weeks ago, we chatted about two different topics on Moodle. We had some in-depth conversation on ethnic identity. Here is what I posted on February 25th:
Just a few weeks ago, we chatted about two different topics on Moodle. We had some in-depth conversation on ethnic identity. Here is what I posted on February 25th:
When I headed off to kindergarten, I had to face my ethnic identity early in life. I noticed many of my classmates have different skin tones, language and culture than mine. Since I was young enough, we all just played together. In elementary school, I blended in as best as I could. Majority of my schoolmates came from White American culture from working class to middle class backgrounds. I mentioned in one of earlier posts that I became color-blind and try to believe whatever my white peers and teachers believed. I read books with white characters and wrote stories using white characters. At school, I think I pretended to be white and at home I was Chinese.Two classmates (of European ancestry) responded with how they appreciate my story and my advice in letting young students decide how they define their racial and/or ethnic identities. Robyn responded to my post beautifully:
I never really thought about my differences until middle school. I met more students with diverse backgrounds even some like me who was born here with immigrant parents. In seventh grade, a white kid mistaken me to be Japanese. I was like, yes, Japanese culture is so neat but my family is Chinese. In seventh grade, I actually made a first friend from a Chinese heritage who actually immigrated to America a couple years before I met her. We would hang out during recesses. It was fun to just chat both in Cantonese and English and just relate with a common ethnic culture. By high school, I wanted to examine my ethnic background. I started to read more books about China and Chinese culture especially written by another Chinese-American like me. I started to enjoy watching Chinese movies and read fictional books by Chinese Americans. By the time I started college, I could say I am a second-generation Chinese-American who's parents are Chinese immigrants. I didn't need to say I'm American while keeping my Chinese heritage at a low level. I think I found balance between my Chinese background and my American cultural side from being born and raised here.
With working with youth, one must really listen and let them identify what racial or ethnic identity they want. If I sense there is a crisis or uncertainty, I would offer my assistance. I would ask questions for them to explore. I need to give these young people time and space to voice where they are at with their ethnic identity. If they need assistance and need an ethnic model, I will help them find an adult who has experienced similarly to what they are going through and this adult's ethnic and racial background is like theirs. If I can't find another adult to assist, I would provide books and other resources for the adolescent to explore. I will constantly be willing to explore this process with them too. I would be open with my own process if need be. Each student's need for ethnic identity is different. I will have to know this student better before I could really help.
Clearly from your story, one's ethnic identity can be seen as evolving over time for some adolescents where others may have foreclosed or achieved identities much sooner than we think. As you and Abi stated, it's important that we let them identify and tell us what they think of themselves rather than us or other students choosing for them or labeling them. These labels can be discriminatory and limiting and we should not allow them to be used in our classes.Yes, we also delve into racial identity on the third week of February. If you want to learn more about adolescent development, please read Understanding Youth: Adolescent Development for Educators by Michael Nakkula and Eric Toshalis. This book need to be read by everyone to fully understand what adolescent children goes through.
What is interesting to me too is how we as educators are having our own ethnic identities constructed at the same time as our students sometimes. I know that learning about ethnic identity really helped me explore my own more thoroughly, and I think this will continue as I work with adolescents with a deeper awareness of what is going on for them and myself.
Wednesday, February 6, 2013
Gender Identity and Queer definition
Last night's class, we had a good discussion. The theme was gender identity and some topics we talked about were masculine and feminine traits, going underground (when you hide a part of yourself so you fit in better), hidden curriculum on how we suppose to be as men and women of our society (ex. Killing Us Softly 4), and critical media literacy (teaching our youth how to use technology to communicate and learn, deconstruct media's and advertisement's hidden messages). WARNING for the Killing Me Softly 4 documentary: there are some graphic porn-like photos and clips. This documentary is for adult audiences. Though, there are presentations of the material out there that are made appropriate for middle and high schoolers.
Today's media, tv, and movies do send messages (aka hidden curriculum) of how our society should be. It's so sick and tiring how American media keeps encouraging the wrong ideas of what makes a woman and objectifying her. Next time you go see a movie, ask yourself (this idea came from my classmate John who got it from somewhere else): How many women are in it? Normal movies only will have about one female character who may be the sexy main character or just a supporting character. If there are women in the film, do they have actual conversations? Do they talk about men? Conversations normally follow stereotypical female topics such as shopping and men.
In my adolescent development class, we only meet once a week for three hour class sessions. We have to rely on Moodle to converse digitally to each other. We have some interesting deep conversations sometimes meaning people keep going back and add to the conversation. Where does the word "queer" came from? Well, my classmate Gayle describe herself as a queer woman as she post her views on gender identity. I asked her why she use that word to describe her gender and sexual orientation identities. In my knowledge bank from what I learned here and there, I thought "queer" has been used as a derogatory term for homosexual people. In the olden times, queer meant strange, weird or different. It seems to me that in the 20th century, some people in our society uses it to hurt gay men. Now here is what Gayle explain to me:
Anyways, I want to share this information to the general public because what Gayle said makes sense. We do live in a society where most people are heterosexuals and we are biased toward this majority. To straight people, next time you meet someone with a different gender or sexual orientation, ask a clarifying question like these:
1. How do you want me to refer to your gender?
2. What terms do you use to describe your sexual orientation?
My final thought for this blog entry is that we need to communicate with each other and tolerate differences. Sometimes we may not agree with someone's views but we shouldn't fight over that. Life is too short for fighting! Let me finish off this with Bowling For Soup's High School Never Ends which was shared by John. Interesting, isn't it? If you work with or parents of young people, it's important to teach them critical skills so they can use it to challenge some of media's or society's values. You can't challenge every socially constructed definition on things all the time since you won't be able to do anything. Though, we can teach the young the skills they need to figure out their identities and encourage them to be social changers. I wish everyone could take the adolescent development class I am taking right now. It's so informative.
Today's media, tv, and movies do send messages (aka hidden curriculum) of how our society should be. It's so sick and tiring how American media keeps encouraging the wrong ideas of what makes a woman and objectifying her. Next time you go see a movie, ask yourself (this idea came from my classmate John who got it from somewhere else): How many women are in it? Normal movies only will have about one female character who may be the sexy main character or just a supporting character. If there are women in the film, do they have actual conversations? Do they talk about men? Conversations normally follow stereotypical female topics such as shopping and men.
In my adolescent development class, we only meet once a week for three hour class sessions. We have to rely on Moodle to converse digitally to each other. We have some interesting deep conversations sometimes meaning people keep going back and add to the conversation. Where does the word "queer" came from? Well, my classmate Gayle describe herself as a queer woman as she post her views on gender identity. I asked her why she use that word to describe her gender and sexual orientation identities. In my knowledge bank from what I learned here and there, I thought "queer" has been used as a derogatory term for homosexual people. In the olden times, queer meant strange, weird or different. It seems to me that in the 20th century, some people in our society uses it to hurt gay men. Now here is what Gayle explain to me:
There are many different ways of self identification in the gay community, I choose to use the term queer to identify myself in the community because it most accurately describes many facets of my gender and sexual identity. There is more that is odd about me than just the fact that I tend to fall in love with women. Queer carries a much broader connotation and extends beyond sexuality and gender. There are well over 20 identifying terms which are used frequently in the gay community to self describe. Never assume that someone will identify as any one of these terms. Just ask them how they self identify. this goes back to the introduction methodology I described. Ask questions like "how do you want me to refer to your gender?" or "what terms do you use to describe your sexual orientation?' asking the question will allow the other person to think about their own identity and give them the space to try on different definitions and ideas about themselves in a safe and productive way. Personally, I am not offended by the term "gay" it just doesn't fit me.Basically, each person in the Gay-Lesbian-Transgender (GLBT) community has over twenty terms. Hey, I didn't know any of this before. At my high school, there was the Gay-Straight Alliance (GSA) but most of my peers didn't join. The only people in that club where the GLBT and their straight friends. Growing up, I didn't know anyone as part of the GLBT community. It was when I went off to college that I will randomly will meet (usually classes) who are part of GLBT community. Once, I had a lesbian as one of my roommates when I lived on campus during my senior college year for only one term. Please don't ask me about the roommate situation since I haven't completely process the experience and I'm not comfortable sharing this to people that isn't in my inner circle.
Anyways, I want to share this information to the general public because what Gayle said makes sense. We do live in a society where most people are heterosexuals and we are biased toward this majority. To straight people, next time you meet someone with a different gender or sexual orientation, ask a clarifying question like these:
1. How do you want me to refer to your gender?
2. What terms do you use to describe your sexual orientation?
My final thought for this blog entry is that we need to communicate with each other and tolerate differences. Sometimes we may not agree with someone's views but we shouldn't fight over that. Life is too short for fighting! Let me finish off this with Bowling For Soup's High School Never Ends which was shared by John. Interesting, isn't it? If you work with or parents of young people, it's important to teach them critical skills so they can use it to challenge some of media's or society's values. You can't challenge every socially constructed definition on things all the time since you won't be able to do anything. Though, we can teach the young the skills they need to figure out their identities and encourage them to be social changers. I wish everyone could take the adolescent development class I am taking right now. It's so informative.
Tuesday, January 15, 2013
Marylhurst University commercial UPDATE
It was a few months ago when I said I participated in the first Marylhurst University (in Marylhurst, Oregon) commercial. Finally, drum roll please....
Da Duh!
Reread my experience here back in October 2012. I know, I'm a bit late in updating this. This youtube clip was uploaded on November 9, 2012. I have been pretty busy lately. I'm so stroked that this commercial is out.
Do you see me? Hint: I'm in the stairway scene inside B.P. John's Administration building.
Marylhurst Fight Song Lyrics
Here academics come first
We choose success over AstroTurf
It's study that we binge on here
We come for the knowledge, not for the beer
Hail, hail to all the grown-ups
Blow off class? Heck no! We're showing up
In more than book smarts we're well versed
At Marylhurst!
Da Duh!
Reread my experience here back in October 2012. I know, I'm a bit late in updating this. This youtube clip was uploaded on November 9, 2012. I have been pretty busy lately. I'm so stroked that this commercial is out.
Do you see me? Hint: I'm in the stairway scene inside B.P. John's Administration building.
Marylhurst Fight Song Lyrics
Here academics come first
We choose success over AstroTurf
It's study that we binge on here
We come for the knowledge, not for the beer
Hail, hail to all the grown-ups
Blow off class? Heck no! We're showing up
In more than book smarts we're well versed
At Marylhurst!
Saturday, January 12, 2013
Finished first week of classes
The highlights of this week is the free cookies and tea (the university have free refreshments doing the first week of classes each term in the main building) and seeing familiar faces in my classes. On Tuesday night, I started the first session in my Adolescent Development class. I'm taking this class as a challenge. I have studied elementary education for so long. It'll be good to learn about adolescents and their learning. On Thursday night, I started Descriptive Linguistics (English language). I hope in this class, I'll learn a lot about the English language and the patterns.
There is so much information that I feel overwhelmed. Both classes involved heavy readings. Though, the Tuesday night class will require a lot of writing which it's scary and hard. But I need to focus one assignment at a time. I can do this. Anyways, both classes there are a few people I know from previous classes this past year. There are some new people so it'll be good to get to know them. It'll be fun to learn from new people. Majority of my classmates are M.Ed students. Though, there are a few MAT students in the ranks.
Look what I found about Marylhurst University:.
There is so much information that I feel overwhelmed. Both classes involved heavy readings. Though, the Tuesday night class will require a lot of writing which it's scary and hard. But I need to focus one assignment at a time. I can do this. Anyways, both classes there are a few people I know from previous classes this past year. There are some new people so it'll be good to get to know them. It'll be fun to learn from new people. Majority of my classmates are M.Ed students. Though, there are a few MAT students in the ranks.
Look what I found about Marylhurst University:.
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