In the commentary, “Using Native American Folktales in the Classroom”, by Debbie Reese and the piece, “The Way to Rainy Mountain”, by Scott Momaday, authenticity is very important between these controversial articles. Establishing the authenticity of a text to be used in a high school classroom is imperative before assigning the text to be read by students. In commentaries by different authors, the authors depict Native Americans in many different ways. Before reading these articles students should establish the authenticity of the pieces of literature. In Reese 's article, she talks about how children should really know the history of Native Americans not just what they looked like based on pop culture.
We used the example of the hare and the tortoise that the moral could be very different depending on what you need to take away. It could be slow and steady wins the race, don 't judge a book by its cover, or don 't sleep on the job. Using the hare and the tortoise story that is familiar to non- Indian students, allows students to learn about American Indian culture through familiar experiences (which was also discussed in the article). The article also mentions letting students come to their own conclusions about the American-Indian genocide which I think is very interesting and important. Looking back at what I have learned about becoming a teacher is assisting students to make the desired conclusions but utimately letting them come to the conclusion on their own.
Through studying this tragic event, the dangers of racism and prejudice will be clear. At ages most students learn about the holocaust, they struggle with loyalty, conformity, peer pressure, and belonging. The Holocaust may help teach youth to be aware of how to navigate these pressures of society and be able to make the correct decisions however difficult that may be (Why teach The Holocaust?). Stories of specific people from The Holocaust can engage students into a great lesson that they can take into their daily lives (Why teach about The
He graduated from Minneapolis High School. After high school Carver would attend Simpson College in Iowa where he would also graduate. In college he continued to work with plants and decided he wanted to help others using his agricultural knowledge. Carvers main goal was to always help others. Carver helped many people and had many great accomplishments throughout his lifetime.
Therefore, I will need to understand my identity first which I do not feel confuse and I can answer my students when they ask the question about identity. Also, I will need to understand the Indigenous cultures, why is the culture influences Indigenous people a lot, how many languages do they have and what languages do they use so I know what strategies should be used to teach them. Hence, if I take Yunkapota’s 8 ways of learning and use the symbols and images aspect to include a unit of work to teach students the information about Indigenous culture (Yunkaporta, 2009, p. 5-6). I can plan and implement a unit of work by asking a Local Elder to teach students to paint a traditional Aboriginal artwork. Students can discuss the story and cultural elements that showed in the artwork so both Indigenous and non-Indigenous students are improving the
The Seifert Farm has been in my family for six generations. I have the fortunate to have the opportunity to grow up and now work on my family 's farm. My supervised agricultural experience began at the being of my freshmen year. The first year, was a huge learning experience, to know how to operate equipment safely. My major job was maintaining the farm ground by mowing and weed control.
My internship has become a valuable learning experience that I will continue to build on when I start back at Texas A&M University in the spring. The only recommendations I would have, would be to move interns around to different builders to see the different processes in the completion of
For this artifact that addresses NJPTS #2, I had to design an ice breaker activity for students to complete during one of the first days of classes. The goal of the activity is to learn about my students as individuals and to have students recognize how they are similar and different to their peers. By having pairs of students interview each other and then introduce their partner to the class by providing specific pieces of information, not only will I, their teacher, get to know my students but the whole class will be able to learn more about each other as well. Specifically due to the fact that this activity introduces each student as a unique individual to the class, this artifact specifically complies with Standard 2, Critical Dispositions 2, which states that, “The teacher respects learners as individuals with differing personal and
Drowning is a huge issue that is currently happening in primary school aged children. There are many ways that schools are educating those children on ways to prevent drowning. The HPS schools have a whole school approach to the topic of drowning as it is taught in the classrooms and is in the Australian Curriculum under the ‘Safe Living’ strand in the K – 6 Personal Health and Development and Physical Education and it comes under the sub-section ‘Water Safety’. It is believed that it should be educated in the curriculum as a key learning area and also beyond the classroom. The topics that are covered in this section include: water environment, safe places to swim, safety equipment and safety skills.
In school taking a 1010 college class as a senior was okay because I had already had this teacher twice already, and I learned how to manage my procrastination so that was good. Taking basically all of the science classes was another kind of process to see what kind of things I liked and I would say that Anatomy and Physiology was my favorite class by far. Dissecting buffalo hearts and sheep eyes was the best part of that class and I will forever remember cutting into that baby pig Lavern. Trying a lot of different activities was really beneficial to me there were a lot of different lessons to be learned in each of those groups and sports. It helped round me out a little bit so I could see both the academic and the athletic sides of the school.
They would match their answers from their worksheet to their bingo board Lesson 4- Students were shown and explained an example of a poster similar to the one they would create. After they created their own poster, they created a group poster with all properties. They were also provided with an example on the Smart Board while they were working. Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters.
We asked students to raise their hands if they have seen the movie Finding Nemo or Finding Dory, and as expected, they were all huge fans! For our incentive, we will have a “turtle station” and a “fish station.” Students will be placed into two groups in order for them to design their own fish or turtle. Students will be given a plate in which they will add pre-cutout shapes of a variety of colors of construction paper, streamers, and tissue paper to their turtle and fish models. Students will be provided with glue sticks in order to glue on this material. Students will also be provided with markers and crayons to add any addition designs.
FFA.Org tells us “Through student involvement in the SAE program, students are able to consider multiple careers and occupations, learn expected workplace behavior, develop specific skills within an industry, and are given opportunities to apply academic and occupational skills in the workplace or a simulated workplace environment. Through these strategies, students learn how to apply what they are learning in the classroom as they prepare to transition into the world of college and career opportunities.” My personal SAE, is sheep production, I have my own sheep operation, that I take care of and pay for myself. SAE’s can range from anything involving to anything with the agriculture
Also implementing Dine culture and language into common core would help our community. For example some American Indian and Alaska Natives have started programs for highly qualified culturally responsive Indigenous teachers. As pre-service teachers we face certain challenges in rural Native schools due to schools not performing academically and changing midway into the semester. Another challenge Castagno states, “teacher preparation is largely controlled and facilitated by mainstream, predominantly White Universities that are set up to convey what is believed to be a sort of universally-applicable education”. From that the teacher’s coursework doesn’t relate to being culturally responsive.
Not only do you learn so many helpful skills, but it goes above and beyond teaching the agricultural ways of our country through contests, social events, and even giving awards and scholarships! Looking back on my four years as an FFA member of the New Lexington FFA Chapter, I can name several skills I’ve learned that I truly believe got me to where I am today. I remember my freshman self. Too nervous and shy to stand up and say the FFA motto in front of my Plant and Animal Science class. Twelve short words to recite for bonus points in class.