The First and Last of Christmas

This Christmas was full- the new and the old, traditions and memories. 

Brad and I celebrated out first married Christmas this year, and all of the season culminated today in our first real holiday. 

We have not had a chance to slow, breathe in the crisp winter air, and enjoy God's goodness since the break began, but today was our set aside day to do so. The timing was perfect; Brad preached the three services at our home church yesterday for the first time.

The day was full of joy, but the weeks of preparation were both humbling and challenging as we felt God's call on our lives. Today became our Sabbath, a day of rest and remembrance of Christ. 

The tree twinkling, skirt sewn (finally!), and home decorated all a couple weeks before, our sweet little day actually began the night before with a trip to HEB resulting in a frozen pizza for Brad and red roses for me.

We tried a "healthy" cola soda, made in Austin, that turned out to be horrid, ate way more than we should have, and played dice and card games till our bellies hurt from laughing.

Friendship in marriage is precious.

This morning, sleeping in, Brad's yummy breakfast, and a clean home made for a lovely start before we made it to the celebration: Immanuel, God With Us. 

This name for The Lord is my favorite, and I have loved the gentle reminder this season of Christ's nearness to us. We began what will hopefully become a tradition: remembering the promises of Christ's coming.

Genesis 1-3. Genesis 15-17. Ezekiel 36. Zechariah 2-3. Matthew 1. Luke 1. 

How good is our God to give us His Word! After celebrating the Presence, we opened our presents and spent the rest of the afternoon enjoying the peace and rest of being home together. Brad surprised me most of the day, and the evening was no different, as I was warned to "dress warmly" and promptly found myself at the Trail of Lights, an old family tradition I am excited to begin anew.

Home again then homemade bacon mac and cheese before settling in to watch football and Wreck-It Ralph. Thankful for a husband who loves cartoons with me.

I know that today was just one day. Tomorrow we'll put away the ornaments, put the tree outside, take the movie back, and most likely eat leftovers. I know today is only a day. Tomorrow Christ's coming will be just as real, I will have the opportunity to give gifts to others, and the earth will continue to orbit. Yet this 24-hour, normal day will remain precious to me for a very long time. 

This day was Christmas. 

On The First [Year] of Christmas My True Love Gave to Me...

A freshly-cut, Afghan Pine tree.

Brad and I cut down our first Holcomb Christmas tree together earlier this week. The farm closed at 6:30, so Brad and I drove out as quickly as we could after work. 

My family has cut down and had live trees in our home before, but this event was a first for Brad. The farm carries both locally grown Afghan Pines, a more traditional, long-needled tree, and imported Fraser Firs, a tree with short, thicker needles and a strong Christmas scent. While the Fraser Firs are lovely, Brad had a hankering to cut our own, and I had never had an Afghan Pine. The patient owner handed us a handsaw - complete with a brand new blade, a large red wagon, and giving us a good-natured chuckle, sent the #happyholcombs to find their perfect Christmas tree. 

The dusk made us run around like madmen all the while Jack Johnson sang "some night for Christmas" or something of the sort from my coat pocket. Brad, assured that we would "know" when we found "the one," traipsed through the trees, and, squinting to keep what little light was left in the sky for our eyes, we came upon it - there. A tall, slender, and slightly tilted, beautiful tree, complete with (an empty) bird's nest and all (which Brad carefully moved to a different tree). 

This tree was the one.

Brad deftly cut our little tree down and loaded it on the wagon while I held the phone light, so we would not perish on our way to get it bagged.

He looked pretty good chopping our find down, too...

We made a record-time trip to Walmart for a base and some lights before getting home to put the Pine up.

[insert story where Brad uses rusty saw to salvage a cross-section of the trunk for an ornament, only to bring about a little bleeding]

After a little more scavenging, puzzling, and laughing, we had our 4" diameter tree trunk held firmly in place between the screws meant for no smaller than a 5", and the lights all in place. No ornaments yet, but we'll get there! God is so good to give us this time together; loving this new and first season of marriage in our cozy little home.

Happy First, Married, Fun, Joy-filled, Holcomb Christmas! 

Reflection #4: Stereotypes

     I believe that teachers have a tendency to stereotype on a daily basis. We unknowingly make little comments or subconsciously use body language to reveal our prejudices, whether through race, gender, religion, or otherwise. The secondary classroom can be worse than elementary programs when it comes to stereotyping students; their personal feelings are beginning to emerge in a new way as they become independent and their parents give them freedom in a way they have not experienced before. Even secondary students have a fragile sense of self-esteem, and they need someone mature enough to overlook behavior, attitude, and appearance. I noticed this tendency in myself from the beginning of the year. With students who looked Hispanic, I tended to assume they spoke Spanish. I was surprised when I would connect a grammar concept to Spanish grammar with little response from the students, and I began to realize that they did not speak the language simply because it was associated with their appearance. I never showed my surprise to my students, but it did teach me to be on the lookout for “hidden stereotypes” I have that I might not even recognize yet. I have seen teachers assume that students who came from a different continent work harder than students from the U.S. Such stereotypes take place without teachers even realizing it. I believe that if most teachers knew how often they were stereotyping students, they would quickly change their minds and interactions with students. It is a difficult challenge to overcome.

     Treating each day as a new day is one of the most successful ways to avoid stereotyping students. If I enter the classroom with none but the highest expectations for my students and myself, I have noticed I treat them as equals. The days I am dissatisfied with events from the day before or allow personal troubles and worries to shadow me into my classroom are the days I struggle to see students outside of stereotypes and social perceptions. I must choose to focus on the content I want the student to master rather than the opinion they have of things outside of academics. My role as a teacher does not include judgement. Even grading is assessment instead of judgement. My students need unconditional love if they are to listen and learn. This semester, I have worked at walking into the classroom each day with a smile, regardless of the events transpiring in my own life, outside of the building walls. For a teacher, each day has to be a new day, as if you have never met each student, or anyone like him or her, before. As I have started to begin each day anew, I have really learned that it helps me work with students for that day instead of becoming frustrated over a buildup of past “failures” and frustrations. 

Reflection #3: No Child Left Behind

     As a student teacher, I have mixed feelings on the issue of inclusion. Addressing the needs of all students is not an option for schools and teachers – every student should have the opportunity to excel in education. However, how the needs are addressed for the students is a complicated issue. While inclusion has given some students the opportunity to become a part of a “regular” classroom, I feel that inclusion could have just as big of an impact on non-disabled students as they also learn how to help and work with students who are considered part of “special education.” On the other hand, inclusion creates difficulties for teachers who are already struggling to reach all of their students. Once they are put in the “regular” classroom, students with special needs are treated, along with education in general, “as an assembly line” (Randolph and Wilson-Younger, p.5). Although the No Child Left Behind Act and teachers across the country have strived to help students succeed, the assembly line of inclusion is “contrary to the belief that each child needs to be treated as an individual and have their education tailored to fit their specific needs” according to Randolph and Wilson-Younger (p.5). As I have spent time both observing and teaching throughout the semester, the need for smaller classes has become apparent. One day in class, we were working on expository essays with our students. We used the same prompt for each period, reviewed how to write an expository essay with the students, asking questions to check for understanding, and then we allowed them the rest of the class period to complete the essay. After each period, my cooperating teacher and I looked back over the essays to see how the students had done. Each period, all but three to five students had failing grades, so we would revise the instruction, but to no avail – the students were still failing. For the last period, acting in desperation, we decided to split the class and each take half, going over each part of the essay with the students. Because the class was smaller and at the end of the day, the task would be less complicated. At the end of the period, all but one or two students had essays that would receive a passing to high grade. That experience drastically affected the way I viewed the classroom. Inclusion is a wonderful idea, but only if the teachers are well equipped, given fewer students and more time. Another important aspect of inclusion is parental involvement. According to Simpson et al, “parents and families are thought to be an integral educational resource and alternative” under NCLB (Simpson et al, p. 69). Parents and family members are the ones who make inclusion possible for their children. If the parent works with the student because they want them to succeed in a “regular” classroom, the teacher has the added support needed to help the child in every way. The No Child Left Behind Act was monumental; “It expanded the federal role in education and took particular aim at improving the educational lot of disadvantaged students” (Education Week). The plan is not foolproof, however, and many parents, educators, and administrators are dissatisfied with the results. Although meant to help students who have been “left behind,” students still fall through the cracks; only they are lost in a “regular” rather than “special” classroom.
     This semester, my goal is to take the time to create individualized instruction and use every learning type for every lesson as often as I can. Having students who are succeeding in the classroom come alongside and aid those who are not is also important, and often students can reach their peers in ways I never could. Learning to harness that power and use it for learning will be a challenge that I am eager to overcome.

Randolph, K., & Wilson-Younger, D. (2012). "Is No Child Left Behind Effective For All Students?" Parents Don't Think So. Online Submission,

Simpson, R. L., LaCava, P. G., & Graner, P. (2004). The No Child Left Behind Act: Challenges and Implications for Educators. Intervention In School And Clinic, 40(2), 67-75.

"No Child Left Behind." Education Week. N.p., 4 Aug. 2004. Web. 9 Mar. 2014, <http://www.edweek.org>.

Success Journal

"Success of the Day" Tweets:

2/24/14 - "A student who usually sleeps completed writing a thesis for me with little coaxing AND made a passing grade on it! @mrtechyteach #edsuccess"

2/25/14 - "My rowdiest class responded quickly to directives, and my coop. teacher praised my discipline of the loud student! @mrtechyteach #edsuccess"

2/26/14 - "My humor sparked with my afternoon classes & they loved it. They are beginning to respect & admire me as a teacher. @mrtechyteach #edsuccess"

2/27/14 - "My cooperating teacher wants me to begin STAAR grammar with the students Monday even though she'll be out of town! @mrtechyteach #edsuccess"

2/28/14 - "Survived the Friday in spite of having a sub in my classroom. 4th period stayed on task & worked hard for me today! @mrtechyteach #edsuccess"

     Writing the "Success of the Day" tweets did have a positive impact on my week. Each day, I found myself on the lookout for moments that were successful. In the midst of grading, keeping students focused, and trying to take on more responsibility in the classroom, negativity lurks so sneakily around the corner. I began to recognize the temptation to complain about someone or something was coming more easily than it had before. This assignment has played a large role in curing me of what could have become a bad habit. The classroom is a difficult place to work, and the pressure comes from all sides. Students, administration, and even other teachers bring about frustration for various reasons, but if I cannot handle the "real world," how will I ever expect that I can teach my students to? Choosing to encourage myself and others affects every aspect of my day- whether interacting with those around me, planning, completing a duty, or giving instruction. I am thankful for this reminder, and I plan on continuing this practice every day although not necessarily through Twitter.
     Two areas are my primary focus for "success" in the classroom at this point. While I have many areas to improve, two have been on my mind as of late. Discipline and revised instruction. Because of my petite frame, I was afraid teaching my students to follow my directives would be a constant battle. I am learning how to control the classroom, however, and my hope is that I continue to grow in my understanding of how to reach students. I would love to reach the point that I did not have to use verbal cues to warn my students, but nonverbal cues take quite a bit of practice. The other area is revising instruction throughout the day. I would like to successfully pick up on how my students respond to my instruction. While I have no trouble recognizing when there is a complete misunderstanding between my students and me, immediately recognizing when there are slight confusions regarding the material is still difficult for me. I would love to get to the point to where I am not even finished with my 1st period before I see what I can do to improve my lesson for the day.

Reflection #2: Assessment

PART ONE:

     Students spend more time memorizing and less employing authentic thinking skills when studying for multiple choice or chapter tests. The information becomes "what must I remember for a grade" rather than “what do I want to learn for myself." Reflecting on tests I took, I have a difficult time recalling any multiple choice tests or material covered; most of the work is long gone. However, other forms of authentic assessment teachers used recall not only the "correct answers" but my work in studying and information I searched out for myself in the process. As a student teacher, this is true of my students. They struggle to remember ten vocabulary words for "multiple choice"-like tests, but they are able to explain, with detail, events taking place in books they chose. Students self-motivated to learn will have far more success in their education than students who must be motivated through extrinsic factors.

PART TWO:

I.     Formative assessment is a daily aspect the work in my classroom. I use many different types of formative assessment, such as observation, discussion, and in-class assignments. With any assignment my students work on in class, I walk around the room and check on the students’ work. By using this type of assessment, I am able to instantly check on my students’ understanding of what we are doing in class and change my instruction accordingly. Another formative assessment I use more frequently than others is class discussion. For instance, we have been reading The Odyssey in class. When the students are answering questions on the material, we do so through class discussion. Some of the discussion is open, meaning every student has the opportunity to answer. At other times, however, I call on students to answer the question, so that I can tell each student is doing their own work rather than relying on other students for completing the questions. My students complete in-class assignments regularly for me to check their understanding of the content, such as writing reflections on what they read at the beginning of class. Other types of formative assessment include short writing assignments, whether responses, group writing, or essays that help me gauge the students’ comprehension of the work at hand.
II.      Summative assessments I currently use include chapter or unit tests and essays. The students complete a unit test for vocabulary each week in order to test them over their knowledge of the vocabulary they have studied for the week. The students also periodically write essays in order to prepare students to continue to improve their writing skills as well as their reading comprehension.
III.     Using both types of assessments is necessary because I need to be able to test my students both every day in order to improve my day to day instruction and at the end of every unit of study to review the objectives and make sure students have met them in order to improve my instruction and teaching of objectives.
IV.     During my time student teaching, I would like to include some type of exit slip as well as a project of some sort.

1.   I plan to implement the use of exit slips by having students write a quick answer to a question as they leave class for the day. I will hand out the sticky notes right before the students leave the room and they will stick them to a specified place on the board. The exit slip will include information from the students regarding what they have learned that day in class.
2. For the project, I would like my students to complete a project that covers an entire unit of study but contains creative elements, such as art, music, or other literature forms. The students could use different formats or styles of writing, such as creating a newspaper or Wikipedia page, in order to showcase all that they have learned in regards to the unit while also including their writing through a “front page story,” “About the Character,” or some other section in the project.
3. In my future classroom, I would like to implement a portfolio as a type of summative assessment. I believe that the portfolio is an effective way to have students complete assignments with the most creativity and individuality. Portfolios also provide the opportunity to build up to a summative assessment rather than “throwing one in” at the end of a unit. Portfolios are made up of many formative assessments before students choose the best to include in the final portfolio. I would have them write throughout the year knowing they were aiming to put their best papers in their portfolios. They would know the different types of writing they needed to include, and they would have multiple opportunities throughout the year to produce those types of writings. They would choose their best at the end of the year to be included in the portfolio.

Reflection #1: Introduction

   My dream was not to teach a classroom of 15 year old students.
My dream was to travel:

Maputo. 

Moscow. 

Guatemala City. 

Polokwane. 

Juarez. 

   Visiting these cities changed my world from a map to a globe, and as I prepared to graduate from high school, I knew I was meant to fly across continents. By airplane, of course. Three months later I began my education at ASU with a minor in Linguistics to prepare for my future. Over the course of traveling, I had fallen in love with the languages I heard as I visited different countries, states, cities, and villages: 

Mexican Spanish.

Shangaan.

English.

Russian.

Central American Spanish.

Afrikaans.

Portuguese.

   Language seemed to be my ticket to going somewhere. If I could learn English, study language, and throw in a couple of extras like Spanish and Italian, I would be able to communicate and work across cultures, becoming a world traveler in no time at all. English seemed like the natural second choice to the absence of the Linguistics major only offered at other universities. However, after only one year in the program, I began to value English for more than its status as a language. I had always loved reading, but now I couldn’t even get away from the anthologies of Medieval, American, and Renaissance literature that called my name. Writing, a different story altogether, also became an activity I came to cherish for the first time. Write an essay over taking a multiple choice test? Any day. My purpose began to change, and I found that working with children and students was part of my passion. Now, my content area is English, and this semester I will be teaching 9th grade students at the Central Freshman Campus.
 A classroom of 15 year old students. 
I really could not have more joy. 

   In 122 days (approximately 2 weeks after completing student teaching) I will marry the man I know the Lord picked out just for me. Because pursuing his dreams means San Angelo for a few years, I hope to teach at a high school in the district. One of the Central campuses would be ideal since my dad has taught at Central for over twenty seven years. Someday I may teach a classroom of students from Downtown Dallas or in South Africa, but today I’m here, and who can know where I’ll be tomorrow? One day at a time. 

   Teachers do wear many hats, but the top three roles I believe that a teacher has are educator, mentor/encourager, and model.

   Loving English came easy once I began my college education, but high school was a different story. A love for the content area a teacher has chosen is so crucial for success. For this reason, one of the top three roles of a teacher is that of educator. Students need an educator who is knowledgable and prepared to face the challenges of the classroom in terms of learning. Whether they want to or not, students are in school to learn. While I recognize the importance of students improving their skills in English and Language Arts, they are not always going to see long term. I am providing my students with the tools they need to succeed in life, wherever they decide to pursue it. By opening up students’ minds to the possibilities ahead of them, I can enable them to follow their desired career or education path with confidence.

   Middle school and high school are difficult times in the lives of students, and they need a teacher who will be their mentor, encouraging them when everything seems to be falling apart. Students should be able to walk into the classroom and know it is a safe place to grow as a group of individuals building our society. I believe the role of the teacher as mentor/encourager is important because students often do not have support in any other aspect of their lives. As a teacher, I am responsible for a student knowing they can succeed even when others do not believe in them. I have the opportunity to build up my students with an hour - an hour that some of their parents do not even have.

   A final role that a teacher plays in the classroom is that of model. The teacher will always serve as the students’ model. While the student has the choice of whether or not he/she will follow the model (whether excellent or poor), the teacher provides the most accessible example for students of what they can expect from life. From relationships to grammar, students pick up the teacher’s philosophy of life without ever reading his or her philosophy of education. Teachers should be prepared to model a positive outlook on both life and education for their students, allowing a(n appropriate) look into their personal lives as examples for the students.

Now for the fun part. Or at least, I think so.

    

  This is the handsome guy I get to spend the rest of my life with.

                    

  My wonderful family, including two younger sisters.

And a few photos from my trips:

Lions in South Africa

Red Square in Russia.

Children in Mozambique

ASU hand towel (already there!) in Guatemala.