Jacobson.L (2016). Coding’s finest hour. School Library Journal,62(1),11. The article, “Coding’s Finest Hour” by Linda Jacobson is an overview of relatively new initiative, Hour of Code, which aims to introduce elementary children to computer coding. Hour of Code is in its third year and encourages schools to introduce coding to all students, including the very young.
My experience is similar to what Brandt wrote about in “Sponsors of Literacy”. Brandt lists teachers, priests, parents, and relatives as the literacy sponsors that have guided others to learn how to read and write (73). All of those examples were the ones who made me literate. As I look back at my life before now, I see the purpose in all of that. It wasn’t just to get me through school and know what I am doing, but to allow me to understand the world around me.
Firstly, I see myself as an efficient and strong reader. It all started in second grade with Dibbles testing at Rockwell Elementary School. Dibbles testing was when the reading coach came into your classroom and gave you readings to read out loud while timing how fast you read them. My first Dibbles test wasn’t so great; I was just an average reader in my class. During the middle of the year and my third reading test, something clicked.
The two literacy narratives I used were my classmate, Devin Chaffin, and Yutaro Hosoda from DALN. During class Devin talked about his 3rd grade English teacher. His English teacher’s name was Ms. Lucas and she taught at Hebron Elementary. When he was young he used to stutter. He was an excellent student in math, and strive to do as well in writing and reading.
Growing up as the oldest in my family, I have always been around young children. I have worked with children my whole life, and I believe that doing so has sparked my interest in becoming an educator. However, it was not until I took my first Spanish class, that I became passionate about the Spanish language. After talking with my Spanish teacher, I decided that I wanted to attend Spring Arbor University to pursue Elementary Education with a minor in both Spanish and Early Childhood Education. I have strategically chosen this degree to ensure that I am able to have my dream job of becoming a Spanish teacher in a kindergarten or first grade classroom.
In highschool I was highly committed to a program called "Breakthrough" for my last three years in high school. Breakthrough helps first generation students go to college, starting to work with them in middle school. It's an amazing organization and helps the kids every step of the way, whether it be tutoring for a hard math exam in 8th grade or application help when applying to college in 12th grade. My role was to be a mentor leader during Saturday sessions. From 8am to 4pm, we would lead 12 - 15 students through activities to learn about college, or just work on important skills such as writing, reading and research.
Amy Vetter wrote “Teachers as Architects of Transformation: The Change Process of an Elementary School Teacher in a Practitioner Research Group,” a qualitative study that represents a three year inquiry collecting several types of data sources for her research. Some of the sources used during this study were “audio-taped discussions, group interviews, conference presentations, manuscripts, and observations” (Vetter, 2012, p.34). Vetter states that “this study draws upon case-study research methods and positioning theory to better understand change process in a practitioner research group (p.33). Vetter met with a teacher candidate often The patterns or themes discovered were The study is credible and trustworthy because Vetter used “triangulated
Gettings and I agree that our district has been making great strides in early intervention. As a former first grade teacher Mrs. Gettings, “values early childhood literacy and education and believes it is imperative to close the gaps as early as possible.” In order for the student to be successful as possible, Mrs. Gettings believes that parent involvement is a huge contributor to a student’s success. I asked, “How are you able to get parents involved with their student’s literacy achievements?” Mrs. Gettings responded saying, “I hold Parent Information meetings in the beginning of the year to provide parents with information about the program. I am available twice a year for parent/teacher conferences, I send home report cards every marking period and send e-mails, letter or make phone calls when necessary.” As a follow-up to this response, I asked if she felt that SIP parents are more involved because of their child is in this specialized program. She responded saying, “After the Parent Information Meeting, the parents are aware of the needs of the child and how we are going to help their child.
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning. Teachers are being placed in the center of how schools function and are being asked to aid in crucial decisions about the academic direction of the school (Warren, 2016).
The junior students at my school rely on student mentors for support in their individual growth. As a mentor, I develop weekly lesson plans to engage grade 8 students in their transition to high school. Supporting these students and providing guidance in their academic and personal life is what I am there for. These grade 8 students need senior students who will encourage and ensure that they will be fine in high school because they can form connections as students. I only had personal connections with two senior students when I entered grade 8, and they were both family members.