The Playground is a Vicious Place

I am now halfway through week 2 at W Elementary, and I have been in an insane crash course of how to work with children in schools. None of my volunteer hours or my education classes could have prepared me for this, so I encourage everyone to try and get into the field as an assistant teacher or teaching aide. It's a rough start but once you have the routine down it gets pretty easy; or maybe this is just my calm before the storm.

A little about my new schedule and what I've been doing:

- I get up at 5am. Every. Day.
          It was not easy in the least the first week, but as long as I am in bed between 9pm and 11pm, I can usually manage. I also have to set 3 different alarms to make sure I get up. Whatever works!

- Morning Recess Monitor Duty is pretty easy.
          Once I've showered, taken care of the animals, prepped everything for the day, and finally made it to school, it is around 7am. I go and stand out in front of the school around 7:10, and then kids start to show up around 7:15. I just stand there, keep them off the flagpole, nothing big. They have to wait in front of the school until 7:30 when they are allowed on campus and the playground. I supervise the intermediate (4th - 6th) playground until it is time for class.

- Lunch Recess Duty is not so easy.
          This is when I am on primary playground (K - 3rd), and sometimes these kids get vicious, like wild animals. I have to put my game face on especially when 2nd grade comes out. The playground is literally split into two factions, and it's like trying to break up baby gang fights everyday. Today I was told I am the meanest teacher ever. I loved it because it meant I was doing my job.

During class time I am in the kinder room working with an amazing teacher who is mentoring me, and I love every second of it. Even when I have to get after my problem kids, or put chairs in time out. I am learning so much every day, and am even given the opportunity to teach lessons.

Since the principal went out on a wild lark to hire me, I often worry if I am doing my job well enough. I want her to be glad that she hired me, so I don't want to do a sub par job; but in this field there really aren't any markers for me to go off of like in previous retail jobs I've had. I just have to figure out how to gauge it on my own, and know/hope I am doing it right when my kids who couldn't remember which way the number 3 faced yesterday, wrote it perfectly today.

Reading Commentary Six

After reading two poetry books and the common core standards for poetry, this assignment was meant to briefly analyze one of two chosen texts.

An excerpt from “Horseradish: Bitter Truths You Can’t Avoid”, written by Lemony Snicket.

If an optimist had his left arm chewed off by an alligator,

He might say, in a pleasant and hopeful voice,

“Well, this isn’t too bad. I don’t have my left arm anymore,

But at least nobody will ever ask me if I am right handed or left handed.”

But most of us would say something more along the lines of

“Aaaaah! My arm! My arm!”

I have chosen to be clever, and combine my explanation for the book into my own poem based upon the style of the one I chose.

Considering this book poetry is dependent upon the reader; 

It is sometimes referred to as poetry 

And sometimes referred to as an anecdotal wit and wisdom publication. 

However, if one were to consider this a book of poems, 

It would be closest to free-verse poetry, 

It is nothing like most poems and has its own rhythm

I chose this poem because fate intervened when I could not choose a favorite: 

I threw the book up in the air 

And chose whatever was written on the page that the book landed on.

I would use this book to show children how the voice of the writer can really come through in their style of writing, changing a poem from something that could have come from anyone’s mouth into something that could come from only within them.

Reading Commentary Five

This assignment was meant to analyze Newberry Award books that featured people from varying backgrounds and how prevalent their personal backgrounds (racial, cultural, financial, etc.) were to the overall story line. Responses were based on the following 4 categories:

—  Literature Consciously Interracial Books: A Focus on people of different backgrounds or people groups interacting with each other. Ex: Brown Bear, Brown Bear by Martin shows children of many colors in school

—  "People are People" Books: No attempts are made to reflect a distinct culture; characters could be members of any cultural group like a book about a child going to school or a family going on a trip. Ex: Ten, Nine, Eight by Bang shows a black child and her father t bedtime but does not focus on the culture; any child who's dad puts them to bed could relate.

—  Books on the Distinctive Experience of Being Within a Particular Cultural Group: Books that deal with and or share the experiences of a particular cultural group with no focus on characters of a different culture. Often times, these books help us understand that cultural group and their traditions. Ex: M.C. Higgins, the Great by Hamilton - a book about a "black experience". However, be sure to remind students that one experience of a culture group is not monolithic.

—  Books on Coping with Racism and Discrimination: These books deal directly with discrimination and racism based on cultural groups. Through My Eyes by Bridges or Less Than Half, More Than Whole by Lacapa depict two different experiences children dealt with dealing with racism.



















Out of the Dust, by Karen Hesse
This book is definitely a book on the distinctive experience of being within a particular cultural group. The story told through free verse poetry about a young girl named Billie Jo Kelby and her experience during the Dust Bowl. Told from a very particular group viewpoint, Billie tells the tale of living during the great depression, on a farm, during the dust bowl - a time of widespread drought and terrible dust storms throughout much of 1930's Americas farming communities. Although a fictionalized character and her farming family is the focus of the book, many of the experiences reference things that very well may have happened during the time.

Holes, by Louis Sachar
This one was a bit more difficult to peg, but I decided to go with people are people, as there is some description in the book, but nothing to create a concrete background for race, culture, etc. It is about a boy (Stanley Yelnats) from a poor family who is wrongly convicted of a crime and sent to a juvenile detention work camp. The relationships built between characters are more important than cultural background, though the sweet revenge/justice at the end certainly makes up for the depressing bits in between.

Almost There

Tomorrow is my first day at School W! My fingerprints finally cleared (again), and I start at 7am. Looks like no more late Sunday nights for me.

Since I'll no longer have all this excess time for studying and homework I am making the great attempt not only to get all 21 assignments that are due today turned in on time (oh, hello again procrastination), but also to get ahead on all my classes. It shall be my own personal Sherman's March, in which I shall hopefully play the part of Major General Sherman and not of the cities he razed.

I want to be the guy on the horse.
(Image used courtesy of Wikipedia)

Good-Bye Perfect Score

I was so distraught when I saw my grade for my most recent math test that I actually moaned in despair.

A 65%! Why, and more importantly, HOW could this happen? I studied hard and thought I knew the material, but apparently I shall never master graphs. The difference between this test and the previous one is that I didn't use my blog as a study resource, and I think that is where the disconnect occurred. If you can explain or teach something to someone else, then you understand the material. So going forward I'm going to try and utilize this resource as much as I can.

The silver lining on this is that I did receive full points for my presentation, and I am super proud of it - I can't wait to use it in a classroom of my own. :)

Procrastination

I have always had a really bad habit of procrastinating.

I start the semester out strong, getting far ahead of everyone else; but eventually I reach the point where I've done all the available assignments, and have nothing to do. That's when the procrastination bug begins creeping in... 

This has historically resulted in falling behind and struggling to catch back up. I'm not at the "struggle" part of the cycle yet, but it's getting pretty close. I'm turning in 5 assignments from different classes late this week. I am confident that they are done well enough that I will receive full points for them, so the late percentage reduction doesn't bother me. Yet. I know if I keep this up then it will start affecting my grades, and I'll end up on a spiral of disaster and stress from which I will never recover.

Well, maybe not so dramatic as that, but it will put me in a bad mood for the next 9 weeks.

Job Hunt Drama (?)

So today was an exciting and interesting day: I had an interview at another school (school P) this morning to be a teaching assistant in an MOID classroom, and I felt that the interview went really well. I really liked the principal and staff, and the principals office was full of awesome comic book paraphernalia, so I was immediately at ease and thought to myself, "Yes, this school."

However, I had no sooner left the interview when the school who had rejected me earlier in the week  (school W) called. Instead of a secretary as I was expecting, it was the principal; she wanted me to come and see her within the next 20 minutes. Another position was opening and she wanted to talk to me again about working there. When I arrived, she essentially said I had been one of the worst applicants she had ever interviewed, which was a downer. After going over my interview guffaws with me, she went on to say that she wanted to take a chance on hiring me, and offered me a position as a teaching assistant in one of their kindergarten classrooms.

Here's where the drama begins. As I was on my way to get my transcripts and head over to HR to be processed into the school district, the OTHER school called me back and said they were eager to hire me. I had missed the call, so I had the opportunity to mull over the two and make my decision. First I called my mom who was at work and couldn't really give an opinion; then I called my boyfriend to ask what he thought and got the time/distance/pay spiel I knew I was getting. All of my teacher friends were (duh) teaching, so I couldn't ask them. I called my department advisor and asked for her opinion; she helped me weigh the pro's and con's, and told me that she thought I would do best in the kindergarten classroom. So I called back to tell school P that I had already accepted a position at another school just before they called. They said they were sad the had missed the chance, and wished me good luck. Then called back twice just to make sure.

Reading Commentary Three

So this is less of a book review and more of a "figure out what is happening" thing. To prepare us for helping students be more involved with their reading and helping them to identify the main points in a story we were introduced to the Somebody Wanted, But, So... format. It's pretty simple and works especially well with picture books;  SWBS makes picking apart children's literature easy for elementary level kids, and this assignment less of a pain than I initially thought it was going to be.




The Three Little Javelinas by Susan Lowell
Somebody: The three javelinas
Wanted: To seek their fortunes and build their own homes
But: Coyote wanted to eat them and destroyed two of the javelinas homes
So: The three javelinas tricked coyote and set him on fire
Lesson Learned: Don’t try to eat your neighbors or they will light you up




Coyote Places the Stars by Harriet Peck Taylor
Somebody: Coyote
Wanted: To climb to the heavens and discover their secrets
But: Rearranged the stars into pictures of all his friends instead
So: The animals were grateful and coyote would always be their friend
Lesson Learned: That is how the constellations were formed

Bittersweet Week

So I got the call this morning, and Better Candidate outshone me again because they had more experience in a classroom setting. Tell me universe - how am I supposed to get more experience when I can't get into the classroom?

I've also been dealing with the most painful ear infection I can recall. The doctor gave me steroidal ear drops but now my ear feels like it is full of water and I would punch kittens if it would make the pain and stuffy-ear-feelings stop.

On the bright side: I got a perfect score on my first math test of the semester.

I have never received a perfect score on a math test in my life, so I'm a bit excited. Part of it I'm sure has to do with reviewing the material several times in order to teach it to other students and explain it in the blog. I also have get to start making a game for an elementary level class involving statistics. We'll see how that one goes. Now if only I can do as well on my art history exam today as I did on my math test - fingers crossed!

Job Hunting

Trying to be appealing to employers is difficult. I know what your supposed to do at an interview, but I never seem to be able to do it and someone is always better than me. I know who I am, I know what I can and can't do, and I have such a difficult time playing up who I am to employers.

It's especially hard in the teaching field. I have been applying left and right for teaching assistant positions and I always receive the "Better Candidate" call. I do not like Better Candidate, Better Candidate is a jerk. Better Candidate takes away my hopes and dreams and then crushes them in front of me.

I bring all this up because today I had an interview at an elementary school. I was not prepared for it - they called last minute, said they received my information from the school districts HR department and asked if I could come in. I of course said yes and met with the principal this morning. Principals scare me, and I found it difficult to read her as she was completely emotionless. I thought I did the best I could at answering the questions asked, and even asked some questions myself, which is a first for me in any interview I've ever had.

However I can feel the call looming in the distance.
By week's end I will get a call.
It will probably be Better Candidate.

Odds

So I'm on a math roll today, finally got my math homework done and realized that I am one math post short for the math blog - oops! So I'll be covering the last and shortest part of the probability section: Odds!

Now, odds and probability are different, and it is important to know what that difference is.

Image from Math Magic website

The numerator for both is the amount of times you obtain the desired outcome, but the difference lies in the numerator. While probability has a denominator that lists all the outcomes, when calculating odds, you have the undesirable outcomes as your denominator.
To find out what the undesirable number is, simply find the total number of outcomes and subtract from that the number of desirable outcomes. This leaves you with the undesirable outcomes, your odds denominator.

Math Magic has a great page explaining probability and how to change from probability to odds. See it here: Math Magic - Probability

Probability Game

This probability game can be adjusted for any grade level, and makes for a great online practicing resource!

Probability Game

Probability (Part II)

I began writing this post a week ago and forgot to publish it! I could kick myself :P

Let me start with this: Tree diagrams are not my friend. They confuse me to no end and I couldn't tell you why, they just do. So when we began our probability section, and tree diagrams were introduced as the way to record information I just about lost it. It took me three lectures for it to click, and even now I couldn't explain it to with total confidence, but here we are. Geronimo!

Multistage Experiments with Tree Diagrams

• One-stage experiment - experiments that are over in one step.
• Two-stage experiment - Ex.: a ball is drawn from a box, and recorded in the same way as in the one stage experiment; then the ball is replaced, and a second ball is drawn and its' color recorded. 

Now, tree diagrams are used to record the results of these experiments using visual representation in lieu of boring old data tables. When recording and performing there are two types: with and without replacement. They are exactly as they sound - in one you perform the experiment and replace what was removed, and in the other you don't.

"Pom Pom" experiment showing probabilities
both with and without replacement.

Above is one such experiment, using puff/pom pom balls. In a box we have 3 balls, two white and one black. The probabilities are calculated based on the ratios: 2/3 of the balls are white, 1/3 are black. Depending on whether or not we replace the balls after pulling them from the box changes the probability of drawing that color next. We determine that probability by multiplying the ratios.

Another example is shown here:

The first example shown in the image illustrates another probability concept using the word PROBABILITY itself. It demonstrates the probability of spelling the word BABY, with the letters drawn in the correct order, both with replacement of the letters and without replacement. Again, we multiply to find the probability.

The second example uses the same idea, only using the word RANDOM to spell DAN. Again this shows both with and without replacement.

So we've been talking about probability, but what is it?

So probability is fractions (kind of), which may explain why I've had so much trouble - fractions are not my friends.

Bill Nye Probability Episode

Bill knows what's up.
He may be the "Science Guy", but he is pretty handy when it comes to math.

Reading Commentary One

I am currently enrolled in a children's literature class, and I think it is my favorite so far - if only because I now have a valid excuse reason to buy my favorite children's books. My most recent task was to write reviews on two Caldecott award winners of my choosing based on the "Guidelines for Critiquing Children's Picture Books". Picking two criteria for each book from the list, here is what I came up with...

The Little House, written and illustrated by Virginia Lee Burton

- Narrative Elements:

The appearance of the text works in tangent with the illustrations, mirroring what is happening on each page. It is chronologically written going from the time the house is built, until she is moved and restored. It begins “Once upon a time…”, and ends where it begins: in spring, on a hill in the country surrounded by daisies, and two apple trees. There are no gaps, but we never learn much about the people in the story as the focus is on the Little House. There are no obvious borders separating things, and the artwork and text tend to share space.

- Peritextual Elements:

Upon looking at the cover of the book, there is an illustration of a happy, anthropomorphic, pink house. It is reasonable to presume that the story about her (we know it is a “female” house because written on the cover on the houses’ walkway is Her Story). On the back cover is a giant white daisy with a smiling sun in the middle. This mirrors the smiling sun above the house on the front cover and the daisies present on the titles’ decoration. This suggests that they play a part in the story as well (upon reading they help set various moods in the illustrations).The front and back end pages are the same, but show the Little House at different stages of her existence throughout the books; this is blatant, yet visually adorable, foreshadowing. There are no emblems, illustrator/author notes, or book jacket. There is however, an “About the Author” portion at the end of the story, informing us that the events are based upon the authors’ house. The copy is an original from the first hardcover printing run, so the Caldecott award is absent as well. The title page informs that the book is a part of the Weekly Children’s Book Club, and that Virginia Lee Burton both wrote and illustrated the book; additionally, Houghton Mifflin Co., Boston published the book. The Library of Congress summary tells us that it is copyright 1942, from the Weekly Reader Book Club, Primary Edition. The dedication page is to “Georgie”, with a large letter “D” scrawled over the “G” and “E”; this is obviously intentional and is possibly an inside joke.

This is not my Hat, written and illustrated by Jon Klassen

- Elements of Design

The art looks like watercolor and collage of some sort, but the Library of Congress message states that it is done “digitally and with Chinese ink”. The style reminds me of another story I read as a child that also received the Caldecott award (Alexander and the Wind-up Mouse, by Leo Lionni), which prompts me to wonder if Jon Klassen was influenced by his work at all. The black background throughout the book gives a feeling that it is deep in the ocean or night time (perhaps both). It could also be viewed as a little foreboding, considering the fate of the poor little fish in the end. The font appears to be rather standard, in bold print and larger than normal size. It is located either at the top of each page, or on its’ own white page next to the black background illustrations. There are no borders placed, but there are strips of white at the top of each page where text appears. The white next to the black creates an implied border, giving the story a timeline sort of feel. As the little fish is talking (the white) other things are happening around him (black). The illustrations are double page spreads throughout the book, except for the 3 pages that focus solely on the narrator (little fish). In this instance it is one illustration page next to a white background text page in lieu of the double page spread. The images throughout the book show us what is happening after the little fish has stolen the hat from the big fish, and the eventual (implied) demise of the little fish. I felt that the “disconnect” from text and images actually made the story more enjoyable as two different stories about the same scenario were being told with the text and the art.

- Overall Picturebook Design:

The format is horizontal, hardcover, and printed on high quality paper. The graphics are created using digital art and Chinese ink. I originally felt that the artwork was dark because of the black backgrounds, but as I continued I felt it made the art work stand out more. The entire book cover is black, and on the front is a fish wearing a hat with a trail of bubbles behind him. This gives the feeling that the story begins before the book is even opened.

Coffe Bars

I am starting to think that I may have a touch of social anxiety - going places by myself is a huge endeavor for me, and if crowds are involved then you can pretty much forget it. I'll go because I have to, but the whole time my heart feels like it has become a bomb about to detonate. However, I love coffee bars; they get me up, out, and into the world. They make me be productive when I don't want to be, and they give me the best green tea matcha lattes I've ever had the pleasure of gracing my taste buds with.

But I love them most when they are not crowded, they are local, and they support and feature local art and music. Talebu Coffee is all of those things. Yes there is Cartel in Tempe, but that is always over crowded and the "cool" place for all the ASU students and hipsters to frequent. Songbird in Phoenix is good, but it's so far away and there are always people shoved into every nook, cranny, and crevice. Then there's Starbucks, which is okay I guess, but I don't like to go there if I don't have to, especially with all the preservatives that they put in their drinks, which have a bad habit of making my spleen swell up to near explosion.

So here I sit, at Talebu Coffee Bar (They have wines and teas too!), reading childrens books for my lit class, learning how to teach math, and researching child development. All while I sip the best green tea latte I've ever had to date - they even put raspberry syrup in it for me, and gave me a card for a free drink next time I come in.

2095 N Alma School Rd #2, Chandler, AZ 85224
Talebu Website

Probability (Part I)

So I'm about a week (or so) behind on updates, but I'd like to think I spent the time putting together an amazing wealth of knowledge in preparation for my first math-centric post. Though I would not necessarily deny any accusations of procrastination to avoid my arch nemesis for as long as possible.

Used with permission from MathFunny.com

Math and I have never been the best of friends, especially during times when probabilities and/or statistics are involved. But the information we've been going over in class the last couple of weeks has helped to make me (albeit, a very small amount) more confident.

How Probabilities are Determined

We begin with the basics: vocabulary terms. Often the definition of words change depending upon what field you are using them in; things that have one meaning in layman's terms will have a completely different meaning in science, math, and especially law. Math is like another language entirely, and studying it is essentially learning the definitions of each word or equation. Each formula, equation, etc., has its' own definition which tells you what it means and how to properly use it.

• Experiment - An activity in which results can be observed and recorded.
• Outcome - Each of the possible results of an experiment. (Ex.: With coins the outcome is heads or tails)
• Sample Space - A set of all possible outcomes for an experiment. Results such as S = (H,T) can be modeled by a tree diagram, which we will look at later.
• Event - Any subset of a sample space, such as the event of dice; an example of this would be 
  S = (2, 4, 6) where the sample space for S is rolling a standard die with even numbers as the outcome.

When determining probability, there is Experimental (or empirical), and Theoretical. the difference between the two is that experimental is what you actually observe while theoretical is what would happen under perfect and ideal conditions. Additionally, we believe in and try to abide by Bernoulli's Theorem which states that if an experiment is repeated enough times that the empirical probability will become closer to the theoretical probability. Sort of like the whole monkeys and typewriters idea.

We encounter from time to time events that are impossible or certain. These are represented in an equation as  0 and 1, respectively. If something is equally as likely to happen as another option, we often describe that as being a 50/50 chance or probability, however we would write that as a 1/2 probability. Events can also be mutually exclusive or complementary. With mutually exclusive events if one thing happens the other cannot, OR they are mutually exclusive if the events have no elements in common. Complementary events are along the lines of: Chance of rain = 25%, so the chance of no rain is 100% - 25% = 75% or 3/4 probability of no rain. 

On a somewhat related note, the probability of many home
owners in the Phoenix Metro Area getting flood insurance after
this weeks crazy, valley-wide flooding is very high. 
Image courtesy of the Associated Press & BBC World News

The following websites do a much better job at explaining introductory probability than I do:

Math Is Fun

Khan Academy

Math Goodies

The Beginning...

All good stories must have a beginning, but sadly this story has already begun and we've missed the introduction. Alas, a recap will have to suffice.

My journey into education began many years ago, before I even knew this is what I wanted to become. I always thought I would become a scientist like my father, and for a long time that is what I was determined to become. I persevered through the related courses, each more difficult than the last, and found that I was not happy. I saw the backstabbing and cut throat world that was awaiting me in my intended profession and was deeply saddened. My search for a career offering endless learning seemed like it would result in playing office politics and being miserable.

I have always loved working with children, and found them to be far more fun and interesting than adults. Some things happened to me over the course of a year, that we won't discuss at this time, but it was due to these events that I finally realized my passion for education. I had been seeking a place where I could continuously learn while sharing my knowledge, and it was right in front of me the whole time. I changed my degree from Biology to Early Childhood Education, and I couldn't be happier.

Now that we have delved into my academic history, a bit about myself:

• I love to make jam. I made my first batch (Peach Cinnamon) this past summer and everyone loved it. I ran out of jars within 2 weeks because everyone I knew kept swiping it!
• As implied by the title of the blog, I love crafts. I have been cutting, pasting, coloring, stitching, etc'ing, since I was knee high to a grasshopper. This results in Christmas cards that would make hallmark jealous sent out every year.
• Hiking, camping, walkabouts, and any excuse to be out in the woods is probably the greatest thing(s) ever.
• I have two dogs:

Shadow

Askit

                                             

• And a kitten named Major Tom

Full Name: Major Thomas Starlord Winchester the First-and-Last

And that's it for now. Looking forward to the upcoming weeks to share with you what is going on while I traverse this road towards becoming a professional educator!