The habitude is how to nurture genius.
The definition is how you can engage students in your classroom to seek out their personal genius qualities.
It reminded me of a time in class where my teacher let me do a different assignment because I really enjoyed art. My teacher noticed that I was a "genius" in art and helped me to use my talents in the classroom.
I'm still wondering about how I will be able to find the "genius" with a large group of students. What if I taught music, P.E. or a large high school group, how would I be able to engage with that many students?
I am excited to explore and dig deeper into the individual habitudes.
Wednesday, February 7, 2018
Wednesday, January 24, 2018
Blog Chapter 1
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The habitude is…curiosity
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In my own words this means…
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My images…
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Quotes that pertain…
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Important points…
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Applications…
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Questions…
Sunday, April 4, 2010
Better Late Than Never......Podcast Search
I am so glad that I had time to search for pod casts. There have only been a few that I have subscribed to such as church services, or music booklets bit never things like yoga or books! It was really neat to see that there are so many different pod casts out there!
The first one I found was a free, instructional video on yoga. I thought this site was great for personal reasons but, I also thought that children might like it too. When we are stuck indoors because of Nebraska winters it is nice to have some movement tricks up your sleeve as a teacher. Doing yoga could be a fabulous stress reliever for students and adults!
Next I discovered a podcast, that was again free, on math tips. There were numerous tips and tricks for all different math topics. Some of the areas would be a bit to advanced for my first grade students but, goodness I wish that I would have had a site like this in high school!
The first one I found was a free, instructional video on yoga. I thought this site was great for personal reasons but, I also thought that children might like it too. When we are stuck indoors because of Nebraska winters it is nice to have some movement tricks up your sleeve as a teacher. Doing yoga could be a fabulous stress reliever for students and adults!
Next I discovered a podcast, that was again free, on math tips. There were numerous tips and tricks for all different math topics. Some of the areas would be a bit to advanced for my first grade students but, goodness I wish that I would have had a site like this in high school!
Delicious Thoughts and Link
http://delicious.com/tags/meishaamber
This is a great site that is not only convenient for you but also helps others. Delicious was a very user friendly and helped me to easily tag sites that I enjoy. A few of the sites that I have discovered had gardening tips that I found useful. It is great to know that no matter where I am at I can access the sites that I find useful and interesting. By tagging some of these websites others can also view wonderful, online material.
This is a great site that is not only convenient for you but also helps others. Delicious was a very user friendly and helped me to easily tag sites that I enjoy. A few of the sites that I have discovered had gardening tips that I found useful. It is great to know that no matter where I am at I can access the sites that I find useful and interesting. By tagging some of these websites others can also view wonderful, online material.
Friday, April 2, 2010
After watching the week four video I was very intrigued. This was a very interesting video contrast of “learners,” and “students.” I can really relate to this clip from a teachers perspective as well as a student (or should I say learner’s) perspective. As a teacher I do not expect my students to obtain perfect scores or get everything correct. If students were able to achieve perfection al the time there would really be no reason for me to continue to teach them! I like when I am challenged, can do my job and actually educate students by empowering them to learn something new! If someone is concerned more with attendance and perfection will not be able to put into action what they are learning. Instead of putting energy into getting straight A’s put your energy into applying your education.
Monday, March 29, 2010
Wednesday, March 24, 2010
Podcast Proposal
Meisha Curry
EDUC 552
March 24, 2010
Final Project Proposal
Purpose of your Podcast
The purpose of this Podcast is to inform students, parents, and education professionals about guided reading/ reading groups. The Podcast will demonstrate the independent activities preformed by the students in class. It will also show the individualized, small group instruction that the students receive from the teacher. Parents and new professionals will have a better understanding of the guided reading process and its benefits. New students will also be able to view this Podcast and be exposed to the routine.
Podcast Description
Identify your intended audience:
My intended audience is parents, students, and education professionals.
Will you broadcast daily, weekly, monthly?
My broadcast will air as needed. Helpful hints, tips, and current research will be added when available.
Will you host your production? Your students?
Both my students and myself will host the Podcast.
Will the length of your show be a few minutes, 15 minutes?
The podcast will be about 10-15 minutes in length.
Will the format/content of your show be newsletter, tips and tricks, make-up work lectures?
The format of my show will be a mixture of tips and tricks, procedures, and real life demonstrations.
Give a detailed description…
This podcast will give you an idea of how guided reading instruction/reading groups are conducted in a primary age classroom. There will be usable, adaptable ideas as well as real demonstrations of this procedure. By the end of the podcast you will have a great understanding of how to adapt reading groups into your classroom and what guided reading looks like in a classroom setting.
Include any state/local objectives this podcast will address
Nebraska State Standards
First Grade
Language Arts
1.1.1 By the end of the first grade, students will read and write using a variety of word recognition strategies at grade one level. (Use phonics to read and write 70 phonograms, identify and read high frequency words, confirm the accuracy of their reading by using phonics and context clues, read common words that are phonetically irregular-ex. was, were and where.)
1.1.2 By the end of the first grade, students will demonstrate phonological awareness and exhibit knowledge of letters and sounds. (Identify lowercase and uppercase letters of the alphabet, identify and generate rhyming words, say the initial, final, or vowel sounds of simple, one-syllable words, separate and blend sounds to read words.)
1.1.3 By the end of the first grade, students will demonstrate knowledge of the organization of print when reading and writing. (Identify the front cover, back cover, and title page of a book, follow pages sequentially when reading a book, follow words from left to right and top to bottom on a printed page, identify print (rather than pictures) as the feature being read, identify roles of author and/or illustrator.)
1.1.4 By the end of the first grade, students will read and demonstrate comprehension at grade one level, using a variety of strategies. (Make predictions based on title, cover, illustrations, and text; retell stories in sequence-beginning, middle, end; identify important story elements – main character, setting, events; connect what is read to real-life experiences- developing a foundation for later literary analysis; distinguish between truth and make-believe in literature; recall details from fiction and nonfiction text; read and explain their own writing and drawing; choose books appropriate for their own interests, purposes, and reading level; define vocabulary from literary selections.)
1.1.5 By the end of the first grade, students will respond to fiction and non-fiction text through writing, drawing, and verbal responses. (Read/listen to a variety of selections, discuss the meaning of the selection, draw pictures and/or write sentences in response to selections, identify ways in which literary selections relate to their own lives.)
Bellevue Public Schools
Essential Objectives
Language Arts
First Grade
E.O. 3 The student will learn and apply knowledge of print, phonological awareness, structural analysis skills, fluency strategies, vocabulary skills, and comprehension strategies to construct meaning of grade level text.
EDUC 552
March 24, 2010
Final Project Proposal
Purpose of your Podcast
The purpose of this Podcast is to inform students, parents, and education professionals about guided reading/ reading groups. The Podcast will demonstrate the independent activities preformed by the students in class. It will also show the individualized, small group instruction that the students receive from the teacher. Parents and new professionals will have a better understanding of the guided reading process and its benefits. New students will also be able to view this Podcast and be exposed to the routine.
Podcast Description
Identify your intended audience:
My intended audience is parents, students, and education professionals.
Will you broadcast daily, weekly, monthly?
My broadcast will air as needed. Helpful hints, tips, and current research will be added when available.
Will you host your production? Your students?
Both my students and myself will host the Podcast.
Will the length of your show be a few minutes, 15 minutes?
The podcast will be about 10-15 minutes in length.
Will the format/content of your show be newsletter, tips and tricks, make-up work lectures?
The format of my show will be a mixture of tips and tricks, procedures, and real life demonstrations.
Give a detailed description…
This podcast will give you an idea of how guided reading instruction/reading groups are conducted in a primary age classroom. There will be usable, adaptable ideas as well as real demonstrations of this procedure. By the end of the podcast you will have a great understanding of how to adapt reading groups into your classroom and what guided reading looks like in a classroom setting.
Include any state/local objectives this podcast will address
Nebraska State Standards
First Grade
Language Arts
1.1.1 By the end of the first grade, students will read and write using a variety of word recognition strategies at grade one level. (Use phonics to read and write 70 phonograms, identify and read high frequency words, confirm the accuracy of their reading by using phonics and context clues, read common words that are phonetically irregular-ex. was, were and where.)
1.1.2 By the end of the first grade, students will demonstrate phonological awareness and exhibit knowledge of letters and sounds. (Identify lowercase and uppercase letters of the alphabet, identify and generate rhyming words, say the initial, final, or vowel sounds of simple, one-syllable words, separate and blend sounds to read words.)
1.1.3 By the end of the first grade, students will demonstrate knowledge of the organization of print when reading and writing. (Identify the front cover, back cover, and title page of a book, follow pages sequentially when reading a book, follow words from left to right and top to bottom on a printed page, identify print (rather than pictures) as the feature being read, identify roles of author and/or illustrator.)
1.1.4 By the end of the first grade, students will read and demonstrate comprehension at grade one level, using a variety of strategies. (Make predictions based on title, cover, illustrations, and text; retell stories in sequence-beginning, middle, end; identify important story elements – main character, setting, events; connect what is read to real-life experiences- developing a foundation for later literary analysis; distinguish between truth and make-believe in literature; recall details from fiction and nonfiction text; read and explain their own writing and drawing; choose books appropriate for their own interests, purposes, and reading level; define vocabulary from literary selections.)
1.1.5 By the end of the first grade, students will respond to fiction and non-fiction text through writing, drawing, and verbal responses. (Read/listen to a variety of selections, discuss the meaning of the selection, draw pictures and/or write sentences in response to selections, identify ways in which literary selections relate to their own lives.)
Bellevue Public Schools
Essential Objectives
Language Arts
First Grade
E.O. 3 The student will learn and apply knowledge of print, phonological awareness, structural analysis skills, fluency strategies, vocabulary skills, and comprehension strategies to construct meaning of grade level text.
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