I got a job!!!

Hey! To any of you who still read this blog, I just have to share my great news. I got a job!!! I move this weekend, back in with my parents for a month, then will be moving into my new apartment in Rochester. I'll be teaching high school Spanish in Byron, MN (what I've taught for the past 6 years), with one class at the middle school. I'm so excited, mostly because it's a HUGE weight off my mind and also because I know how to pack the boxes and where I'll be going. I'm hoping the guys moves out of my new apartment before the end of August, so I can move in sooner, but he claims he needs until the end of the month. You'd think he'd want to save close to $600, but I guess not. Keep your fingers crossed, that I'll be able to get into that apartment before Labor Day weekend. That's cutting it pretty close to the start of the new school year, so wish me luck.

God Bless!

waiting to hear about a job

Well...I'm still waiting to hear about an interview I had on Monday. I've been praying and hoping, so let's hope this one works out in my favor. I do have some good news...I've got one of my projects done and turned in for my graduate class. That darn annotated bibliography apparently wasn't done correctly the first time, so I needed to add some stuff and turn it in again. Now, all I have left is chapter 2 of my APP. Yee-haw! I seriously can't wait to be done! If anyone is still reading this blog, keep your fingers crossed for me about this job...I want it pretty bad!

Later!

long absence from blogging

I'm back! I finally conquered my issues with passwords and computer problems, and I've been getting caught up on my grad school work from fall semester. New posts will be coming with belated assignments and journal entries. I'm sorry for this taking so long and for the "incomplete" for fall semester...lots of stuff has happened, both personally and job-wise, but things are much better now and I'm able to deal with things in a more healthy way. Thanks to those of you who have been concerned and who've included me in your prayers...it's greatly appreciated.

Stress level is better now

Hey! I just wanted to update anyone who reads my blog that I'm okay, that the stress I've been feeling overwhelmed with lately is getting better. I feel that I've got more control over my grad school stuff, and that my teaching is going more smoothly because of it too. I was also able to make a few connections with coworkers at other buildings, and we've talked about how things are going. It's nice to have mentor-mentee meetings once a month to hash over stuff that's bugging us or share that we're overwhelmed. Others really are here to help...all we have to do is ask. (By the way, thanks Nancy...I'm looking forward to talking with you tomorrow after class!) I also know now, in my head and in my heart, that it's okay to take an incomplete if I need to. This is my last class, and I need to concentrate on my job in order to establish my career and hopefully stay in the same district. With our referendum not passing last week at elections, my job is even more crucial than it was prior to election night. I need to make sure I'm doing everything I can to let my administration know that they need to keep me employed. Anyway, I just need to finish my annotated bibliography (I'm almost done...just need to get it typed!) and then work on chapter 2 of my APP. That's not too bad. I guess it just got to be too much, with all the deadlines flying at me, plus the stress of teaching and the end of 1st quarter, and...... Well, you get the picture! Long story short...I'm okay and life is good. I've got an amazing family, great friends, and a very understanding professor in my corner. Thanks for listening to my update, and thanks even more for caring about me. It means the world!

APA pp.31-69 discussion

After reading these pages in our APA text, I was really surprised at how much of this stuff I already knew, yet how much I didn't as well. Something I was thinking about while reading the section on sexual orientation struck me, and I'd like to share it (I apologize if this offends anyone, but this situation actually happened to me when I was teaching in Rochester a couple of years ago.)

In our text, the author points out that the word "gay" is preferred over the term "homosexual." I had a student when I taught in Rochester who was very open about his sexual orientation, and he told me that he preferred the terms the other way around. When I asked him to clarify, as I could tell he got picked on constantly at school and I wanted his advice on ways I could help prevent it...he said that so many teenagers right now are using the term "gay" to mean something horrible or gross or wrong, and that he feels he's a person first...a student, a son, a friend, a musician, but also someone who happens to be gay. It was a really interesting conversation that I had with this young man, and it opened my eyes on the terminology that flies around in the hallways at school and what sometimes flies out of kids' mouths without them really understanding the meaning that might be interpreted behind the words by another person. So, long story short...I tell my students the first time someone uses the term "gay," that it's not a word I appreciate them using in my classroom and I explain why. For the most part, they've been really great about it. Some of them have even said that they had no idea that it could offend someone like it did that student of mine a few years back, and that they'd try to keep from using it in a demeaning way from now on. Again, I really hope I haven't offended anyone by sharing this story. Reading that section in the APA text just brought back memories of that student in Rochester and what he had to live with everyday...the teasing, the bullying, and so on, all because his peers didn't take the time to listen to him. I hope he's doing okay now in high school. Maybe, he'll find others who share the same lifestyle as he does, and he'll be able to form some sort of peer group that he lacked at the middle school I taught at that year. I guess it really does just take one teacher to make a difference, or to let a student know that they're appreciated. Thanks for letting me share.

Chapter 13 discussion

This chapter, too, reminded me of various meetings I've attended in the past 5-6 years as a high school teacher. We are frequently required to attend IEP (individualized education plan) meetings and 504 plan meetings, both of which are related to special education. So, with that in mind, when I think of "case studies," I immediately think of that type of setting...meeting to discuss the needs of a specific student and the accomodations that the teachers and guidance staff need to make for that individual. The second thing I think of in regards to case studies is that which takes place in the medical field. As a former nursing/pre-med major, I can definitely relate to that one. I also worked in the health field (during high school, I worked at a nursing home for nuns in Mankato, and during my undergraduate years, I worked in the Radiology department at ISJ-MHS hospital in Mankato) for a total of over 8 years. Funny how one little chapter heading can bring back all those memories?!?!

Chapter 12 discussion

This chapter really brought back memories of the IRB I did for my first or second class with Dr. Drescher. It was the spring of 2004, I think, and part of my group's IRB paper dealt with the perceptions of students...do they feel safe at school, liked by their peers and teachers, valued as individuals, and so on. Part of our IRB was a survey of ESL/ELL students from 2-4 schools, and it was one of my favorite graduate assignments. Our group really got a lot out of the students' responses to the survey, and I think we all became better teachers and better individuals because of the work we did in that class. Something else that struck a chord with me while reading this chapter is the importance of introspection. I'm pretty sure this does not mean being an introvert, though that's kind of how I operate if I don't know someone or am in a totally new environment. I have to get to know a person or group of people before I feel I can be myself. Still, by knowing that about myself and through reflective practices (journaling, various writing assignments I've had to do for my graduate classes, and through various activities during teacher improvement days at work and other curriculum building meetings) I feel that I can overcome the difficulties I face and/or at least make strides to improve my teaching methods/strategies. By doing this, each individual teacher will improve themselves, and in turn, improve the school environment for the students and faculty as a whole. It's kind of, in my opinion, a "win-win" situation.

Review M & M chapter about charts/graphs

Well, I think I understand about these graphs now...better than I did before, anyway. Although my initial reading/going over of the chapter in the book was kind of confusing, I honestly got more out of the same chart/graph that was posted on our D2L site. Also, looking at the graphs that my peers posted has helped immensely too. Like Rachael (I think) said, she had to kind of tweak the headings on her graph or chart to match what her paper is about, and how her sources were written...I think that's what I'm going to end up doing too. I know not all of my sources fit into the "one size fits all" mold, especially since not all of mine are about motivating kids to read or motivating kids to speak in the target language. Some of my sources are simply a general overview about motivation and motivation in an academic setting, not a specific aspect of the topic. Like Rachael, I think that'll be my approach to this task of creating a chart/graph that represents at least 5 of my bibliography sources and their contents.

revised Chapter 11 discussion

In response to my earlier post about chapter 11, I'd like to add a little more. These additional thoughts kind of stem through the "mental fried-ness" I'm feeling right now and also from recent meetings where I work. The thing I want to add deals with questioning in regards to special education placement and/or accomodation. I just sat through a long, but very insightful meeting for new teachers in my district. It was awesome to get a "behind the scenes" look at special education and case studies. I didn't know that it costs around $1,000 to test a child/student for qualifying for special education services, which is a huge deal when so many school districts in the state (around the nation, really) are facing enormous budget cuts and referendums. Something else I didn't realize...well, I knew it before, but didn't realize how big of a role this plays...is that questioning a student and his/her parents, as well as asking questions as a way of reflecting on the interventions that can or might work for a child, not to mention asking questions of our fellow teachers about which strategies work best for them with a particular student is really a key issue/need in dealing with special education students. Then, I kind of got to thinking on my way home tonight after the meeting...shouldn't we really be doing this with ALL our students?!?! Making accomodations as needed and trying to come up with additional strategies for certain kids when "the normal way of doing things" doesn't quite work?!?!

Chapter 11 discussion

Hello! I must admit that I don't have a lot to discuss about chapter 11. In fact, I honestly thought that some of what was included in this chapter was covered already in other sections of the book we've read before this semester. Perhaps I feel this way because we're working on our VDAPs (Vision Driven Action Plans) at work, and many of these issues have been addressed to the point of overkill there. Then again, maybe it's just me reading too far into things, and missing out on what's literally right in front of my nose. I did see this chapter as valuable to those people who might not have studied this stuff previously, though, and it was a nice refresher for me too. I guess what I'm trying to say is that my brain is just fried right now. I need another weekend!!!

Revised Summary

The author, Norris-Holt, presents information regarding Gardner's Socio-Educational Model, as well as explains the difference between what she states are the two types of motivation. She states that:

"Motivation is divided into two basic types: integrative and instrumental. Integrative motivation is characterized by the learner's positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus referring a more functional reason for language learning." (Norris-Holt, 2001)

Norris-Holt also goes on to present information gained through previously conducted research in Japan. This study, conducted by Berwick and Ross in 1989, consisted of a group of 90 Japanese students at the university level. The purpose of this research was to determine the amount/degree and form of motivation to continue to study English. According to the researchers, their results showed that students were found to possess instrumental motivation, with the underlying reason for studying English being the entrance exam requirements to the university. Typically, upon entrance to the desired establishment, the students' interest to continue study declined. (Norris-Holt, 2001)

The author concluded the article by adding a discussion section, as well as suggestions for teachers, such as encouraging students to be more active in classroom activities. Doing so can not only improve their communication skills in the target language, but also causes them to see an important purpose for studying the target language in general. As many teachers know, incorporating the use of interesting text or ones that relate to the students' lives can also increase the amount of motivation to learn and use the target language.

Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal. Retrieved October 3, 2006, from http://iteslj.org/Articles/Norris-Motivation.html.

In-text citations: pp. 117, 120-121 & pp. 207-214

Revised Paraphrase

Lile, W.T. (2002, January). Motivation in the ESL Classroom. The Internet TESL Journal, 8, Article 1. Retrieved September 2, 2006, from http://iteslj.org/Techniques/Lile-Motivation.html.


Original text:

“ A teacher’s positive energy could lead to the students becoming more motivated. If the students see that the teacher is happy to be in the classroom and excited to teach them, then the students can learn by example. A smile is contagious. Positive attitude is a must for a successful learning atmosphere. To promote self-confidence, it helps if the teacher is self-confident. Positive approval and praise for student efforts is very effective, even if the student is wrong. Let the students know that you’re glad they tried and being wrong isn’t such a big problem, and the students won’t be so reluctant the next time they’re called on to participate. Positive energy affirming a belief in the students’ ability develops a comfortable atmosphere for the students in the classroom.”


My paraphrase:

A teacher with a positive attitude can influence students to be more motivated to learn. When a student knows their teacher values their efforts and will offer constructive criticism, even when mistakes are made, he or she won’t be afraid to answer questions or volunteer in class. Lile (2002) said that smiling causes more smiles, which leads to a more welcoming learning environment for all.