Dive Into a Trade-book with Me

Let's learn about Trade-books!

 

 

Trade-books are a great tool to use in the classroom. Trade books can be used for almost all subject areas but can be very helpful in a science classroom. They may introduce the topic to the class or relate certain facts from the topic. Students may want to read a trade book to learn more about the topic that is being taught or a discussion can be generated from this. One recommendation of the American Association for the Advancement of Science's Project was to "integrate literature into the science curriculum. While students can become engaged with scientific phenomenon through observation, recording data and designing and carrying out experiments, literature can build their understanding of scientific concepts," (Bruning & Schweiger, 1997).

Non-fiction trade books can be especially helpful in the classroom because they may help student to learn about science topics based on facts and real pictures. However sometimes fiction books may be used for a younger age level to introduce a topic. A mini library of tradebooks may be useful for an older age research a topic. The teacher may introduce a topic to the students aligned with the standards and the students can use the mini library to research the topic further. Literature and English lessons can be integrated into the lesson as well because the students may use their research and tradebooks to write about it. Students can make a fact book or a whole project based off of it.

In class, we created a tradebook project. I chose a tradebook that related to the unit plan I taught at Bishop Dunn. I taught two lessons on changes in the ecosystem. However, I was required to make a full unit plan with 3 full MSMC lesson plans and 3 mini-lesson plans. From the tradebook I picked, I created a mini-lesson. My tradebook was called Genetics The Science of Life Adaptations by Susan Schafer. When I went to the library to find my tradebook, I also found many tradebooks that could have been used for this lesson. It would be a great idea to bring several tradebooks into the classroom when focusing on this lesson and unit for the students to read and get a better understanding of what they are learning about. With so many pictures and many fun facts it can help intrigue the students in learning and engage them even more into the lesson.

The book I chose for my project is a great book for students above 3rd grade. Although many younger students would enjoy exploring and looking at the pictures, the book includes a decent amount of information that would be difficult for a younger student to read. I chose this books because it related directly with the main part of my lesson plans. It went into depth of animal adaptations. It provided information about the various adaptations that animals must experience and also the causes of these adaptations. The book also describes the different adaptations that occur within particular ecosystems. This was especially important because prior to our lesson the students learned about the ecosystems that were mentioned in the book. Overall, the book is a great resource of information for students to learn from. It provides great pictures and diagrams on each page to go along with the text and at the end of the book is a list of resources to visit/read, a glossary and some extra fun facts. Another great feature of this book is that there is a textbook that can be bought to go along with it. This can definitely be used at higher grades if needed. As stated in the article Beyond the Talking Groundhogs: Trends in Science Tradebooks, "evidence supports the fact that books, especially informational books, can effectively support science instruction in elementary classrooms. Our research indicates that teachers have heard the call for the increased use of such texts as evidenced by the trends in science books selected for inclusion on the annual TC list. Whether the topic is the life cycle of sea turtles or the molecular structure of water, teachers can broaden students’ exposure to science vocabulary and concepts through the inclusion of high quality books in a manner that textbooks and worksheets often fail to do." (Broemmel & Rearden, 2008). Many times textbooks only provide a small brief amount of information of given topics but tradebooks can help students to explore further and learn more about science.

I created two projects based on my tradebook. Rather than filling out the information in the chart that Dr. Smirnova provided for us, I decided to go the extra mile and make a glogster with the information instead. My glogster includes the name of the book and the ways it may be incorporated into a classroom, the standards associated with it, important information about it including the author and the ISBN number. To make my glogster more interesting I also included many pictures of animals and the link to my movie trailer. Here is the link to my Glogster!

 

My book trailer was the second project I made for the tradebook. The book trailer is what I call "The hook for the book". The hook is supposed to reveal some brief information about the book but more important it should engage the people watching it and intrigue them into reading it. I used a website called animoto to create my book trailer. This was a great website because it was simple to use and allowed me to include music, pictures and text. I have worked with animoto once before and have always had a great experience with it. I would highly recommend it to others. My book trailer included brief adaptation facts from the book and included pictures and interesting dramatic music to get the people watching more interested. The trailer I made was designed to interest the listeners and interest them into reading the book. Below is my animoto video I hope you enjoy it! If the video does not work properly or is unclear, the link to it is here. A book trailer or story board is a great way to interest students in the classroom into learning a bit about a book and to pull them in to want to read it. I will definitely be using book trailers in my future classroom! I hope you enjoy it!

 

 



Read All about It!

Science in the News!

 

We created a Science in the New project this month. At home each student had to research at least seven articles about science in the news. I decided to use the website Newsela.com in order to find my research articles. I knew that for the week we would be focusing on Space Science so my articles that I found revolved around Space Articles. Newsela is a great website because it is easy to use and provides many great resource for various different topics in current events. I learned about his website when I used it in my Social Studies Methods Class for my lesson plan. I created a glogster to display the articles that I found and the links to each. The glogster includes a fun space design and clipart that pertains to the topic. Here is the link to my glogster. 

 

 Below are the articles I chose:

Nasa's New Frontier

(This first one is a text set with about 5 articles within about Nasa's New findings)

Jupiter Muscles its way through the Solar System

Star Gazing becomes Universe Gazing

Two University Students Discover Unusual, Dense Galaxies

A New Planet is Discovered

Open Doors for Scientific Study

Newest and Farthest Galaxy Found

 

Each article was very interesting to learn about. I love reading about current events because they are changes and advancements that are occurring in our everyday lives and they can greatly affect our present and future!  An important aspect of learning about space and the new discoveries is through research of current articles and also through watching the news. I created a glogster to display the links of the various articles I read about astronomical changes in space science. My articles discuss NASA space telescopes, unusual galaxies, many discoveries and the important of the many telescopes. Each of these articles were very interesting to read and they explain into the many discoveries by NASA and by several University Students. One major advancement was the Spitzer Space Telescope. The Spitzer Space Telescope was important because it had led to several discoveries for America.

The next class we were engaged in an inquiry lesson by Dr. Smirnova. On eclass was a Class powerpoint that included the different planets and some galaxies. Each student had to access the powerpoint and pick a planet to research. I picked Jupiter as my planet! Here is the link to the class powerpoint. It was interesting to learn so many details and facts about Jupiter! I did not know that Jupiter is the fourth brightest object in the solar system! In the pictures it never appears so bright but it was interesting to learn that and many other facts. Another fact I learned was that the well known "great red spot" on Jupiter is actually a huge storm that has been raging for over 350 years! How interesting, a storm lasting that long? Wow! Anyways, my powerpoint slides included brief but important facts about Jupiter. Below are pictures of my slides! I also included an intagrok which is actually a huge web with information and resources to visit in relation to a particular topic. Mine is all about Jupiter! You may visit it here, to learn more!

 

 

After completing our slides in the powerpoint, we had to work in groups to create a type of wordart. The various websites we used to do this were: Worlde, Tagul, Tagcrowd, ABCya, wordart and Tagxedo. I worked with two other group members Alyssa and Stephanie to make our word cloud. All of the websites were chosen so our group decided to pick Tagcrowd. Tagcrowd was actually one of my least favorite websites to create a word cloud because it is not very fun. It does not allow you to pick an exciting shape or design. It also asked us to include the URLS to the websites and articles we used. We each picked two articles to include. However, when the tagcrowd was generated it included many irrelevant words in it that we did not want to include. We worked on deleting many of them but it did not work. With time restrictions we were not able to completely redo our project. Below is the word cloud we created.

After creating our word cloud, we then moved into creating a timeline based on a particular word from our articles that we read or our word cloud. The word we decided to investigate was the Space Spitzer Telescope. We all had interest in it and thought it would be a great idea to learn more and create a timeline of the discoveries made with it. We each research the discoveries and the development of this telescope. My group members provided the information to me and I moved it from the google docs to the actual timeline. The timeline has pictures that correspond with each event. We used TimeToast to create our timeline. This website was simple to follow and created a neat and appropriate timeline for the assignment. Below is our timeline! In the first picture is the general picture of the timeline. As your mouse scrolls over the different points the various events pop up. If you click on them they provide more information about the event. This is shown in the second picture! Here is the link to our timeline.

 

Overall, I enjoyed this project and really wish that we had more time to complete it. I feel that most groups felt their wasn't enough time, but if there was we could have created much more visibly interesting presentations and projects. However, I think that we all did a great job. This project was good because it allowed us to experiment with even more technological tools that can be used in the classroom to engage students in learning. In addition, it gave us students a chance to experience an inquiry lesson ourselves. I liked learning about current events and I definitely think that they should be incorporated into a classroom environment because they are events that are happening right now in the world we live in and they can interest many students in reading and learning about science (or any subject). Current events can be incorporated into lesson plan ideas much like what I did in my social studies class. We created a small mini-lesson on a current even and made a cooperative learning experience for our class! Overall, I enjoyed learning about the advancements that are being made in space science currently and in making these projects and working with my classmates!

 



Learning Technology through Presentations

Today I learned about different types of useful technological presentations and tools that can be used in a classroom.

 

 

First, my group worked with a website called Powtoon. Powtoon is like a PowerPoint video that is animated. Our group did not really know what Powtoon was when we started using it, so I would not recommend using it for a school project until you are completely familiar with it. Using Powtoon was very confusing and took a great amount of time to finish. In addition, it is not similar to a google slides presentation where several people can work on it and it will save their work. We had many problems in which we lost our whole presentations and had to redo it over again. In addition it is very temperamental in moving text boxes and pictures around. However, if there is time to explore this website and you want to buy a higher package it can be very beneficial as a presentation tool.

Within this class I also learned about tools such as thinglink and glogster. Thinglink is helpful in creating interactive images and videos for presentations. It is a creative way to present information. It allows you to make your images come alive with videos, images, shops and music etc. It looks similar to pinterest but can be a great way to display information! Each image that is shown contains a little story. Dorian and Jack did a great job at explaining this website to us and how it works!

 

 

 

Another presentation tool is glogster. Glogster is an online tool that allows you to create interactive online posters that include text, images, graphics, audio and videos. Glogs can be used to present lessons complete with links to outside resources, audio and videos that are related to the subject or topic being taught.

 

 

Both of these types of technology can be extremely helpful in presenting information in a different way then students are used to seeing. This can be helpful in engaging students and increasingly grasping their full attention to help them learn.

 

There are many reasons why technology is a key aspect of learning in the schools. Technology is everywhere and in order for our students to survive in this world, they must know technology.

In my research I found many reasons that it is important to include technology in education! Here they are:

1.  Students are engaging with technology constantly outside of the classroom. Kids like to be interactive, and learning through technology has now become a part of their lifestyle.

2.  New teachers are demanding it. For new teachers, technology is considered a necessity for the learning environment.

3.  Kids are fluent in technology. Kids know technology better than most adults. It has become the easiest way they learn, because it is such an integral part of their life. Engaging with technology in the classroom has not only helped them learn better, but they also acquire multi-tasking skills. At this day in age, they hardly know how to learn without it. This knowledge is important, because they would be way behind in the real world without it.

4.  Kids can learn at their own pace. With technology in education, children have the ability to slow down and go back over lessons and concepts, and more advanced kids can go ahead. It also frees up the teacher to help kids on a more one-on-one level.

5.  With technology, there are no limitations. Having access to other information outside of the book gives students many different ways to learn a concept. Teachers can come up with creative ways to teach their students that keeps them engaged. Technology has changed the learning environment so that learning is more hands-on.

6.  Technology can enhance the relationship and communication between teachers and students. Technology helps make teaching and learning more meaningful and fun. Students are also able to collaborate with their own classmates through technological applications.

7.  Testing has gone online. Testing online is the way of the future, but it has a lot of advantages. Assessing students’ performance can be done instantly with technology. Beyond seeing test scores in real-time, teachers can better track and understand students’ grasp of the subject.

8.  Multiple resources: Computers, tablets, and other forms of technology bring multiple resources for the teacher that’s not in the book. They not only keep students engaged with exciting new features and apps, but also have other ways to teach students material. Every kid learns differently, and technology helps with this gap as well.

9.  Technology keeps kids engaged. The students of this generation are considered technological learners. They learn best being more interactive, and technology is what helps them do that. Children often struggle to stay on task or interested, and with resources to help the teacher, they can better stay focused and learn faster.

10.  Technology is necessary to succeed outside of primary and secondary education. Whether we like it or not, technology is an essential concept to learn. Because it changes so quickly, children are better off learning about it sooner. It is a primary part of every industry, and there is no way around it. These days, technology means more than just learning basic computing skills. Technology has made itself part of every aspect of our lives today, and the students who understand it are the ones who succeed in the business world.

Weather Presentation Planning

In groups this week we answered several questions about the Earth's surface, atmosphere and weather. Before doing so, Dr. Smirnova engaged us in a pre-assessment online in which we all rated our knowledge on particular aspects of this topic from one to four. Next, we were responsible for answering the following questions:

1. Consider the area of Earth’s surface, atmosphere, and weather about which you feel most knowledgeable. What ideas do you have regarding what you will do as a teacher to keep your knowledge current?

As a teacher, we could research current weather changes and information about the Earth. We also could read current articles and newspapers to make sure that all knowledge is up to date of what is being taught. We can watch videos and the news to understand.

 

2.Consider the area of Earth’s surface, atmosphere, and weather about which you feel least knowledgeable. What ideas do you have regarding what you will do as a teacher to continue to strengthen your knowledge base about this topic?

In order to learn more about the topic that I know the least amount of information about, I should read about it and reference the common core to direct my research in order to know exactly what is important to teach my students.

3. What resources are you aware of that will help you be an effective teacher of Earth’s surface, atmosphere, and weather?

I am aware of many websites that I can use as resources and find research, such as Newlesa.com, which contains articles on current events. I can also

look through current and old science textbooks, to compare how information has changed.  I also will look through the textbook that the students will be using while learning the topic.

(Attached is the link to our google docs file.)

After doing this we were able to pick a topic to research and make a presentation on that we will most likely be teaching to the class. Our group decided on the topic of weather. We made the main outline for our presentation and are now working on the presentation. We wanted to experiment with technology to make an engaging and animated

presentation so we are trying a website called PowToon.com. A Powtoon is an online presentation software tool that allows you to create free, cool, and fun animated video explainers as an alternative to average presentations. Although we are having a hard time figuring out how to put everything together, I'm sure that it will come out great and I am very excited to see! If you have a chance, you should definitely go check it out! Our outline to our lesson is attached here. I am very excited to learn

and view the other technological tools that the other groups used and to learn about the Earth's atmosphere and surface! I will be back to tell you how my presentation/lesson went and to post my finalized video!

XOX Kelly

 

Fieldwork... What an Experience!

So... fieldwork has officially come to a close. Finally, it is time to reflect on our teaching experiences from this semester. I really enjoyed fieldwork in this class. The first day of class I was beyond afraid to teach in front of 40+ people but I think that this experience has greatly helped me to face my fears. Teaching a whole class for the first time might always be scary for me, but this experience has taught me how great the feeling of accomplishment is and how to give presentations and teach without being scared. The children of Bishop Dunn's 5th grade class have truly inspired me, and I hope that one day I will be able to inspire my students as well. We were the ones teaching the students our topics, but in reality these students were the ones that were actually teaching us. I learned how to handle stressful and chaotic situations and I also learned how to accommodate or work with students of varying levels. The experience was extremely beneficial and important to my improvement. It is scary to think that some student's first time in front of a classroom will being during students teaching. I am so thankful to have Dr. Smirnova and this chance to be able to teach a whole 5th grade class.

The first lesson we taught in Ms. Vasiliko's class was direct instruction. From watching the first two groups before me, I learned how important time management truly it. Both groups had a hard time keeping all there information an lesson within the 45-60 minutes we had. For my group, this was very important to us. We wanted to make sure that we fit our whole lesson in the time allotted which we did successfully. For our direct lesson we did a lesson on changes in ecosystems. (Our powerpoint is attached here) A direct instruction lesson is teacher-centered rather than student-centered. The teacher instructs the students an teaches them the information with limited student interruption.

Direct instruction is the use of straightforward, explicit teaching techniques, usually to teach a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents the information. We decided to teach our lesson with the use of a powerpoint. Our powerpoint first pre-assessed the students in order to see what information or misconceptions the students had on the topic we would be teaching them. This also helps engage the students in the lesson. Next, we introduced the guided not packets. The students each got their own guided not packet to follow along with the notes in the powerpoint. Every single time a word was displayed in bold blue, the students were informed to copy down the word. This worked really well because it kept the students on track but wasn't an overwhelming amount of information to copy down. In this lesson we went into further detail of how water, wind and living organisms can greatly affect the ecosystem. Our powerpoint was filled with pictures and color and it kept the student's attention. In a direct lesson it is very important to incorporate some "check for understandings" in order to assess how much the students are understanding the topic being presented to them. Dr. Smirnova taught us how important it is to never be satisfied with one answer. If the teacher is satisfied with one answer, than they will have a hard time assessing which students are struggling with learning the topic. We used techniques such as thumbs up, thumbs down, stand up, sit down, hand on your head, or nose etc.

The children really loved this because it got them moving around which they really need. We also used some other hand signals to catch the students attention. Each group used a different signal for attention but our group turned off the lights and put two fingers in the air. Sometimes this worked and sometimes the students were too routey. At the end of our powerpoint we included two guided practices. Our first guided practice was about behavioral and structural adaptations. We used numbered heads for the students to say their answers. Numbered heads involved assigning different number to each member of the group. When the teacher asks for the answer, they call out a number and if the student is that number than they answer the question. My idea was to make mini poster cards to answer the questions. One side said Behavioral adaptation and the other side said structural adaptation. When I called the number, the students with that number would hold up whichever side of the board they thought was the correct answer. This worked very well and I look forward to using it one day in my future classroom. 

Our next guided practice was a kahoot quiz. I never knew what kahoot was until this class! I learned about so much technology. Guided practices are important in seeing how much the students understood from the lesson, and also to guide students through practicing what they learned. The students really loved the Kahoot quiz! They were so excited to be using technology and to actually play a game. It was completely engaging and exciting! (Kahoot quiz attached here). The only major problem we had was that at random times, the internet would go out so the students would sometimes get the answers after each other so many were upset.
However, with limited wifi it was difficult to avoid this problem. The last stage of our lesson was the closure and independent practice. We wrapped up the lesson and asked the students what questions they had and what they learned and then we handed out the independent practice. An independent practice is usually an exit ticket which is helpful in assessing student knowledge after the lesson. An independent practice should be filled out independently, just as the name applies! Our independent practice was a matching handout that the students started in class and then finished for homework. (The matching sheet is attached here.) This independent practice was very helpful in seeing how well the students learned the information we presented and also in seeing if our teaching strategies were affective. Overall, after looking through them I could see that most students did very well and understood the lesson. 

The next lesson we taught was our Inquiry lesson. Inquiry-based learning starts by posing questions, problems or scenarios rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator which in our case was the teacher. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking skills. Inquiry based learning develops on the 5Es and the scientific method. The 5E's are engage, explore, explain, elaborate and evaluate.

The above chart goes into detail of what goes into the 5E's. Connections are based on an inquiry based teaching and learning model.

Students use their prior knowledge to develop explanations for their hands on experiences. Students have opportunities to represent and re-represent their developing understanding. They are engaged actively in the learning process. The students developed investigations skills and an understanding of the nature of science. In addition the scientific method is also used in the inquiry method. The scientific method included 5 main steps. These steps are 1. Ask a question 2. Form a hypothesis 3. Conduct an experiment 4. Analyze results 5. Make a conclusion. Since the students were familiar with the scientific method we did not have to go into intense detail about it but instead just reviewed it. We came up with a story line for our inquiry lesson plan. The students of the class were zoologists for the day and were introduced to zoologist Lou from the NY Zoo. The problem was that Zoologist Lou needed help returning the animals at the NY zoo back to their natural habitats. We used a voki to present the essential problem to make the students engaged and excited. We gave each group of students a packet of adaptations and information that their animals. The students had to hypothesize which adaptations that their animal would need in order to live in their given ecosystem. The students then investigated and read in order to find particular evidence to support their final conclusions. As an independent practice the students were asked to write a letter to Zoologist Lou about their animal and explaining why they picked particular adaptations. Example of student's work are attached below. As seen from these letters, the students were interested in the lesson and were very excited to write their letters. Many students even included pictures of their animals as well.

As seen in each of these examples, the students correctly aligned their adaptations for their animals based on the ecosystem they were given and explained explicitly while those adaptations will help that animal survive in that ecosystem. In addition they used their imagination in order to make their own species of animal up and to "design" their animal. The writing used was also aligned with the rubric requirements needed. The students were required to use at least two adaptations that their animal would have if they lived in that ecosystem.

Afterwards the students were able to draw and make their animal based on the adaptations they used. Each group presented their findings to the class and even showed the class their created animal and its name! I think that the class greatly enjoyed this lesson. It gave them an opportunity to use their skills of the scientific method and also gave them a little bit of freedom to use their imagination. This little bit of freedom can go a long way in an elementary classroom and can also keep the student interested in finishing their exploration! Overall, this lesson was 

a bit confusing at times because we had other teachers helping us that did not know the guidelines of the lesson. However, all of the students were able to complete their investigation, and with evidence to support their decisions. I was proud of the lesson that I essentially came up with and with a little more practice it could definitely be useful in the classroom. (Our Inquiry Powerpoint is attached here)

Overall, this experience has helped me so much to become a better teacher. First, I learned how important it is to make the lesson engaging and interesting for the class or they will venture off and become bored. Our direct lesson could have included some moving clipart in order to catch the children's eye. In addition, it is important to not yell over the students because they will just talk louder! We learned this our first lesson! We tried hand signals but many times the students were not listening so we tried yelling over them which definitely was not a good idea. I also learned the importance of time management both in lesson planning and teaching. Time management is important in order to complete all parts of the lesson in a timely manner. In addition when planning, it is important to be ready for feedback and changes to be made and to leave extra time for these changes. Although our lesson plan was done ahead of time, we definitely should have startd earlier in order to have more time for edits and changes. Observing other lessons being taught really helped our group as well. We were able to take the feedback that the two groups ahead of us got and apply it to our own lesson plans. Feedback is so useful and as a teacher you learn to not take it offensively, but as improvement. We were all there to help each other and to make improvements and we surely did over time!

I am so thankful to have been able to work with two amazing group members, Alyssa and Amanda. Together we stayed up late at night and met on weekends and overall worked so hard on our lesson plans! We had no fights and showed uniformity when we taught which was very important. We collaborated with one another and empowered one another. We learned how to successfully teach as a group and develop lesson plans as a group. I think we did a great job, but there is always improvement. I know through practice and feedback I will one day be a great teacher! I am so excited and read to embark on this journey of becoming a teacher!

My Inspiration and My Passion

Teaching is not only my future career; it also my passion and my dream. As a child, I was always intrigued by the thought of being a teacher. I grew up playing “school” with my older sister. We had a chalkboard in our room, gradebooks made from old binders, notebooks and even old textbooks that were given to us throughout the years. My sister and I would set up desks and take turns administering spelling quizzes and homework but also teaching each other. As I grew up I was constantly surrounded by influential teachers that made learning engaging and exciting. They all encouraged me to try my hardest, but most of all they provided an important foundation for me to enjoy school. It is memories like these that have imprinted my heart and influenced my decision to become a teacher. I want to be the teacher that finds a way to make students love school. In addition, I also love children. Children are filled with a type of innocence and endless abilities. Teachers can help uncover and unleash these abilities and steer the future of children to become successful. Most of all, I want to be a teacher that makes a difference in my students’ lives, just like many of my teachers have done for me.

Elementary school was especially memorable for me. In second grade, students become increasingly aware of their surroundings and begin to find out what school is truly about. They learn competition, further develop friendships and relationships with their surroundings. By observation, I find that most children truly fall in love with learning in second grade. For me, this was extremely true. In second grade, I met one of my favorite teachers. This teacher has forever changed my life and is the type of teacher I strive to be one day. My second grade teacher, Mr. Donovan, was a new teacher that was full of enthusiasm and positive vibes. He was so passionate about helping each student succeed and he taught in a way that was so exciting, most of us didn’t realize how much we were learning. He created a classroom environment that was fun and lively, and also an environment where each student felt comfortable. Every day in his classroom was an ongoing adventure of learning. During book read-alouds, he would assign character roles and each character would read and act out their parts on the top of a table, with the main lights off and theatre lights shining on us. For once, I actually wanted to read and participate in class. He helped bring out my shyness and encouraged me to take on many of my fears. He helped me realize that I was capable of so much and that most of all, school is not bad, it can be fun if you have the right teacher and the right lessons.

Overall, all of my experiences have shaped me to be the person I am today. I want to be a teacher so I can inspire little minds, and encourage learners to be the best they can be. Elementary school is the foundation of a child’s life and to me, it has the most impact on each child’s view of their capabilities and their learning. It bothers me to hear children hate school and hate their teacher. I will work every single day to make my classroom filled with smiles and happiness. I have worked with children for 6 years and I wouldn’t trade one second for the world. There is nothing more I dream of being one day.