George Wurtz reflects on his experiences with reading and writing from childhood through adulthood. He learned to read in Catholic grade school with an emphasis on order and correctness. In high school, he began to slack off on reading assignments. After dropping out of community college, he rediscovered the joy of reading through photography books and magazines. He went on to earn degrees in television production and worked in cable television for 17 years, writing scripts and reports. Now in graduate school to become a teacher, he finds writing challenging but hopes to continue improving his skills.
This document provides an overview of an English literature course titled "Studies in Ethnic American Literature: Resisting Historical Amnesia" taught in fall 2020. The course will explore Native North American, African American, and Latino/a literary works through the lens of historical amnesia and how ethnic writers resist it. Students will analyze how these writers take on the double burden of writing both fiction and history to fill gaps in official histories. The course will be delivered remotely via Zoom and an online learning platform. Assessment will include discussion participation, writing assignments such as pitches and essays, and a film review.
This document provides an overview of an upper-division ethnic American literature course taught remotely in fall 2020. It outlines the course objectives, texts, assignments, assessments, and policies. The main texts are novels and some films from Native American, African American, and Latino/a authors. Students will analyze how these works resist historical amnesia and provide counter-histories. Assignments include discussion participation, essay pitches, a film review, a critical article response, and a final persuasive essay.
Why Learn? - A Short Talk about E.S.L. "Teaching Philosophy"kmbush40
This slide show was created for a job interview to answer the question, what is your teaching philosophy? Not claiming it's at all profound, but it's my first PowerPoint and at least looks pretty.
(The white border did not exist in the original. It's an artifact of uploading the file in .pdf format so the fonts render correctly. The school's colors account for the teal / gold / magenta color theme.)
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
This document provides biographical information about Marisa Marroquin, including her education, work history, awards, volunteer work, skills, and character qualities. It details that she graduated from Grulla High School in 2014 and received her Associate's degree in English from South Texas College in 2014 and her Bachelor's degree in English from Texas A&M-Kingsville in 2015. Currently she works as a writing consultant at the Undergraduate Writing Center. Her career goals are to attend graduate school for Creative Writing and become a university professor of English.
This document discusses challenging the narrative that students cannot write by focusing on what students do well and using writing in the classroom. It argues we should encourage risk-taking, see errors as a sign of learning, value different types of writing, and write with students. The document also discusses incorporating more writing into math classrooms to help students own concepts. Overall, it promotes changing mindsets about student writing to celebrate their strengths and encourage continued growth.
Structure and freedom achieving a balanced writing curriculumMariam Nabilah
This document summarizes the findings of a longitudinal study that followed students from third grade through high school to understand how their experiences with writing instruction impacted their development as writers over time.
Key findings include:
- In third grade, students were engaged and saw themselves as writers through a balanced curriculum with choice, time, feedback and publication.
- By sixth grade, instruction had shifted to an emphasis on five paragraph essays, eliminating creative writing. Students did minimal work and lost motivation.
- Interviews in later grades found students still preferred creative writing but saw school writing as rule-bound and dull, focused on meeting requirements instead of expression. Their engagement declined without support for writing as a process.
This document provides an overview of an English literature course titled "Studies in Ethnic American Literature: Resisting Historical Amnesia" taught in fall 2020. The course will explore Native North American, African American, and Latino/a literary works through the lens of historical amnesia and how ethnic writers resist it. Students will analyze how these writers take on the double burden of writing both fiction and history to fill gaps in official histories. The course will be delivered remotely via Zoom and an online learning platform. Assessment will include discussion participation, writing assignments such as pitches and essays, and a film review.
This document provides an overview of an upper-division ethnic American literature course taught remotely in fall 2020. It outlines the course objectives, texts, assignments, assessments, and policies. The main texts are novels and some films from Native American, African American, and Latino/a authors. Students will analyze how these works resist historical amnesia and provide counter-histories. Assignments include discussion participation, essay pitches, a film review, a critical article response, and a final persuasive essay.
Why Learn? - A Short Talk about E.S.L. "Teaching Philosophy"kmbush40
This slide show was created for a job interview to answer the question, what is your teaching philosophy? Not claiming it's at all profound, but it's my first PowerPoint and at least looks pretty.
(The white border did not exist in the original. It's an artifact of uploading the file in .pdf format so the fonts render correctly. The school's colors account for the teal / gold / magenta color theme.)
The power of reading in the second languageBIZ University
The document discusses strategies for getting students interested in reading in a second language. It provides evidence that extensive reading leads to improved second language acquisition. Sustained silent reading programs have been shown to improve student performance across multiple skills. The document recommends choosing interesting reading materials, focusing on pleasure over tests, and integrating reading with other activities to motivate students.
This document provides biographical information about Marisa Marroquin, including her education, work history, awards, volunteer work, skills, and character qualities. It details that she graduated from Grulla High School in 2014 and received her Associate's degree in English from South Texas College in 2014 and her Bachelor's degree in English from Texas A&M-Kingsville in 2015. Currently she works as a writing consultant at the Undergraduate Writing Center. Her career goals are to attend graduate school for Creative Writing and become a university professor of English.
This document discusses challenging the narrative that students cannot write by focusing on what students do well and using writing in the classroom. It argues we should encourage risk-taking, see errors as a sign of learning, value different types of writing, and write with students. The document also discusses incorporating more writing into math classrooms to help students own concepts. Overall, it promotes changing mindsets about student writing to celebrate their strengths and encourage continued growth.
Structure and freedom achieving a balanced writing curriculumMariam Nabilah
This document summarizes the findings of a longitudinal study that followed students from third grade through high school to understand how their experiences with writing instruction impacted their development as writers over time.
Key findings include:
- In third grade, students were engaged and saw themselves as writers through a balanced curriculum with choice, time, feedback and publication.
- By sixth grade, instruction had shifted to an emphasis on five paragraph essays, eliminating creative writing. Students did minimal work and lost motivation.
- Interviews in later grades found students still preferred creative writing but saw school writing as rule-bound and dull, focused on meeting requirements instead of expression. Their engagement declined without support for writing as a process.
The document discusses using blogs to share student writing more broadly. It presents challenges teachers face in sharing student writing, proposes a class blog as a solution, and provides examples of blog posts and comments. Guidelines are discussed for creating a respectful online community and representing the class well. The document also references relevant education theories and technology standards.
The document discusses changing the narrative around students' writing abilities by focusing on what students can do well rather than perceived deficiencies. It argues that students are capable writers if given proper instruction, support, time and freedom to take risks in their writing. Errors are a natural part of the writing process and not a sign of inability. It also discusses the importance of various writing genres, feedback, nurturing student identity as writers, and teachers writing alongside their students.
The document contains discussion posts from a student responding to weekly prompts for an early childhood literacy course. In the posts, the student reflects on their own experiences learning language and literacy as a child, how they think children develop these skills, and how teachers can support students' literacy development in the classroom. The student notes the significant influence of family and community on children's language and literacy acquisition.
This document provides a list of over 30 potential lesson starters or activities that teachers can use at the beginning of a class. Some examples included are odd one out, show me the answer, what's the question, thunks, definitions match, word fill, pictionary, freeze frame, bingo sheets, and more. Many of the starters can be adapted to different subject areas. Brief descriptions are provided for each starter idea to explain how it works. The purpose is to generate discussion, engage students, assess prior knowledge, or introduce new topics at the start of a lesson.
This course explores ethnic American literature through the lens of historical amnesia and how writers resist its effects. The semester will focus on Native, African, and Latino/a American works. Students will analyze how these authors provide counterhistories that intervene in societal amnesia and encourage remembering marginalized voices. The class is discussion-based and assessments include contribution to discussions, short writing assignments analyzing themes, a film review, and a final persuasive essay. Students are expected to actively engage with assigned readings, videos, and online discussion boards before synchronous online class meetings.
The document is a report on students at Bridgeport High School that includes feedback on assignments submitted by four students - Daniel Bradford, Hui Ching Chen, and Tennille Walker - on the book The Boy in the Striped Pyjamas by John Boyne. For each student, the report analyzes challenges they face, annotations of their work, and recommendations to strengthen their literacy. For Daniel, who has intellectual impairments, recommendations include one-on-one reading tutoring using the Pause, Prompt, Praise technique. For Hui Ching, an EAL/D student, recommendations include vocabulary development activities. For all students, the report emphasizes the importance of engaging instruction tailored to their needs and abilities
Professor Ralph Berry has had a career focused on helping students change their perspectives on reading and writing. As a student, he was inspired by Shakespeare and sought to understand the deeper meanings of words. He went on to get his MFA and PhD and now teaches at Florida State University, where he previously served as chair of the English department. In this role, he helped create a new concentration combining literature, rhetoric, and creative writing. Students and faculty say Berry encourages innovative thinking and discussion in his classroom. He continues to refine his teaching style and take on new challenges like teaching abroad to help students expand their views.
House on Mango Street Adult Education Guide 2008Cheyenne Tuller
This document provides an introduction and recommendations for using an adult education guide created to help low-level adult readers participate in a community book reading project of The House on Mango Street. It was created by staff at the Donald H. Londer Learning Center in Portland, Oregon for a 2005 reading event. The guide divides the book into themes, provides vocabulary lists and activities for each section, and offers tips for making the reading accessible for adults with literacy challenges. The goal is to help more community members be included in the book discussion through planning and background materials.
The document provides an orientation lesson plan for teaching English. It outlines the objectives to teach students how to use their textbooks and learn about English tests. It also details the procedures and activities for teachers and students, which include introducing textbooks and workbooks, explaining English tests, and assigning homework. The lesson plan aims to provide guidance to students on organizing their English learning.
8NE Lesson 9 Formal Observation - F GilbertJeremy Tang
The document provides observation notes and feedback on a lesson taught by student teacher Jeremy Tang on Romeo and Juliet. It summarizes the lesson activities, which included recapping the previous lesson, discussing ideas about marriage, analyzing a video clip of a scene, answering comprehension questions, and doing a roleplay activity to modernize the scene's dialogue. The observer notes strengths in Jeremy's planning, resources, and behavior management, and provides targets around allowing more time for activities, focusing on developing independent reading strategies, and incorporating more self and peer assessment. The overall judgment is that Jeremy is making the required progress at this stage of his teaching certification.
Here are the answers to your questions:
1. A red marshrutka bus is coming. There are no stripes on it.
2. There are three buildings. The middle building is yellow. It has four windows. Two rooms on the second floor have their lights on.
3. It is a woman. She has brown hair. She is wearing a blue dress. She has a phone in her right hand. She has a purse in her left hand. She is wearing black shoes.
4. It is an apple tree. It has pink and white blossoms. There are pink petals on the tree.
5. The camera brand is Canon. The case is black. It has 12
The document outlines Aubrey Simpson's portfolio for applying to jobs in early childhood education, including a resume, letter of intent, 5 lesson plans covering letters E, H and government, schedules and notes from working in childcare centers, and examples of her work and qualifications from early childhood education courses. The portfolio provides evidence of Aubrey's skills, experience, and understanding of working with young children.
This presentation was delivered at the 2013 GATESOL conference and looks at the challenge of taking older ELL students to a higher level in the CCSS world to continue their education.
This document provides a scheme of work for an English language course for Form 1 students over 38 weeks. It outlines the weekly themes and topics to be covered, the intended learning outcomes, suggested activities, and assessments. The topics covered include family, friends, health, safety, school, values, citizenship, and the environment. The learning outcomes focus on developing students' language skills for interpersonal communication, acquiring and understanding information, and appreciating literature. Grammar, vocabulary, and sound system concepts are also integrated into the lessons.
This document provides an overview of the lessons and activities for a quarter 1 English course focused on searching for knowledge about African and Asian traditions and values. The introduction asks students to consider traveling to learn about neighbors in Africa and Asia. Lesson 1 begins students' knowledge quest by having them identify prosodic features in stories and texts, develop strategies for unknown words, and gather information from various sources about traditions and values of selected Afro-Asian countries. The document maps out the lessons and assessments for the quarter aimed at helping students understand their identity as Asians through learning about other cultures.
The document provides sample letters in English for different situations that could be included in an English language exam. The letters cover topics such as advising a pen pal who dislikes French class, arguing against building a supermarket near a school, inviting a friend on a tour of Ukraine, discussing career and future plans with a pen pal, describing preferences in friends, and advising a pen pal who is bored due to rain. The document emphasizes the importance of using proper greetings, closings, and grammar for the given communicative situation in the target language.
The document provides strategies for teaching diverse learners and effective writing instruction. It discusses advocating for students, understanding their experiences, using visual aids and scaffolding for writing projects. It also offers prompts and questions for teachers to ask students to help them improve their writing skills and understand different text styles and genres.
The document provides an agenda and learning objectives for an English class. It outlines topics to be covered on different days, including the six traits of effective writing, revising writing by adding transition words and deleting worn-out words. It discusses developing sentence fluency and using conjunctions. Homework involves revising a draft letter using strategies learned.
“Telling Your Story: Ten Tips For Writing Powerful College EssaysRebecca Joseph
This is my powerpoint from my College Greenlight presentation about college application essays. It's short and sweet. You need to tell stories that show your leadership and initiative. Jump off the page.
George Wurtz outlines his philosophy of teaching exceptional students in regular classrooms. He discusses how his previous philosophy focused on logical and efficient approaches, but he found lack of success teaching. His SPED 445 class opened his eyes to diverse learning styles and needs of exceptional students. His new philosophy incorporates tools like backward planning and universal design. He pledges to listen more, ask higher-order questions, and be open to all students' abilities rather than prejudging them. His goal is for all students to learn using appropriate strategies.
The document discusses using blogs to share student writing more broadly. It presents challenges teachers face in sharing student writing, proposes a class blog as a solution, and provides examples of blog posts and comments. Guidelines are discussed for creating a respectful online community and representing the class well. The document also references relevant education theories and technology standards.
The document discusses changing the narrative around students' writing abilities by focusing on what students can do well rather than perceived deficiencies. It argues that students are capable writers if given proper instruction, support, time and freedom to take risks in their writing. Errors are a natural part of the writing process and not a sign of inability. It also discusses the importance of various writing genres, feedback, nurturing student identity as writers, and teachers writing alongside their students.
The document contains discussion posts from a student responding to weekly prompts for an early childhood literacy course. In the posts, the student reflects on their own experiences learning language and literacy as a child, how they think children develop these skills, and how teachers can support students' literacy development in the classroom. The student notes the significant influence of family and community on children's language and literacy acquisition.
This document provides a list of over 30 potential lesson starters or activities that teachers can use at the beginning of a class. Some examples included are odd one out, show me the answer, what's the question, thunks, definitions match, word fill, pictionary, freeze frame, bingo sheets, and more. Many of the starters can be adapted to different subject areas. Brief descriptions are provided for each starter idea to explain how it works. The purpose is to generate discussion, engage students, assess prior knowledge, or introduce new topics at the start of a lesson.
This course explores ethnic American literature through the lens of historical amnesia and how writers resist its effects. The semester will focus on Native, African, and Latino/a American works. Students will analyze how these authors provide counterhistories that intervene in societal amnesia and encourage remembering marginalized voices. The class is discussion-based and assessments include contribution to discussions, short writing assignments analyzing themes, a film review, and a final persuasive essay. Students are expected to actively engage with assigned readings, videos, and online discussion boards before synchronous online class meetings.
The document is a report on students at Bridgeport High School that includes feedback on assignments submitted by four students - Daniel Bradford, Hui Ching Chen, and Tennille Walker - on the book The Boy in the Striped Pyjamas by John Boyne. For each student, the report analyzes challenges they face, annotations of their work, and recommendations to strengthen their literacy. For Daniel, who has intellectual impairments, recommendations include one-on-one reading tutoring using the Pause, Prompt, Praise technique. For Hui Ching, an EAL/D student, recommendations include vocabulary development activities. For all students, the report emphasizes the importance of engaging instruction tailored to their needs and abilities
Professor Ralph Berry has had a career focused on helping students change their perspectives on reading and writing. As a student, he was inspired by Shakespeare and sought to understand the deeper meanings of words. He went on to get his MFA and PhD and now teaches at Florida State University, where he previously served as chair of the English department. In this role, he helped create a new concentration combining literature, rhetoric, and creative writing. Students and faculty say Berry encourages innovative thinking and discussion in his classroom. He continues to refine his teaching style and take on new challenges like teaching abroad to help students expand their views.
House on Mango Street Adult Education Guide 2008Cheyenne Tuller
This document provides an introduction and recommendations for using an adult education guide created to help low-level adult readers participate in a community book reading project of The House on Mango Street. It was created by staff at the Donald H. Londer Learning Center in Portland, Oregon for a 2005 reading event. The guide divides the book into themes, provides vocabulary lists and activities for each section, and offers tips for making the reading accessible for adults with literacy challenges. The goal is to help more community members be included in the book discussion through planning and background materials.
The document provides an orientation lesson plan for teaching English. It outlines the objectives to teach students how to use their textbooks and learn about English tests. It also details the procedures and activities for teachers and students, which include introducing textbooks and workbooks, explaining English tests, and assigning homework. The lesson plan aims to provide guidance to students on organizing their English learning.
8NE Lesson 9 Formal Observation - F GilbertJeremy Tang
The document provides observation notes and feedback on a lesson taught by student teacher Jeremy Tang on Romeo and Juliet. It summarizes the lesson activities, which included recapping the previous lesson, discussing ideas about marriage, analyzing a video clip of a scene, answering comprehension questions, and doing a roleplay activity to modernize the scene's dialogue. The observer notes strengths in Jeremy's planning, resources, and behavior management, and provides targets around allowing more time for activities, focusing on developing independent reading strategies, and incorporating more self and peer assessment. The overall judgment is that Jeremy is making the required progress at this stage of his teaching certification.
Here are the answers to your questions:
1. A red marshrutka bus is coming. There are no stripes on it.
2. There are three buildings. The middle building is yellow. It has four windows. Two rooms on the second floor have their lights on.
3. It is a woman. She has brown hair. She is wearing a blue dress. She has a phone in her right hand. She has a purse in her left hand. She is wearing black shoes.
4. It is an apple tree. It has pink and white blossoms. There are pink petals on the tree.
5. The camera brand is Canon. The case is black. It has 12
The document outlines Aubrey Simpson's portfolio for applying to jobs in early childhood education, including a resume, letter of intent, 5 lesson plans covering letters E, H and government, schedules and notes from working in childcare centers, and examples of her work and qualifications from early childhood education courses. The portfolio provides evidence of Aubrey's skills, experience, and understanding of working with young children.
This presentation was delivered at the 2013 GATESOL conference and looks at the challenge of taking older ELL students to a higher level in the CCSS world to continue their education.
This document provides a scheme of work for an English language course for Form 1 students over 38 weeks. It outlines the weekly themes and topics to be covered, the intended learning outcomes, suggested activities, and assessments. The topics covered include family, friends, health, safety, school, values, citizenship, and the environment. The learning outcomes focus on developing students' language skills for interpersonal communication, acquiring and understanding information, and appreciating literature. Grammar, vocabulary, and sound system concepts are also integrated into the lessons.
This document provides an overview of the lessons and activities for a quarter 1 English course focused on searching for knowledge about African and Asian traditions and values. The introduction asks students to consider traveling to learn about neighbors in Africa and Asia. Lesson 1 begins students' knowledge quest by having them identify prosodic features in stories and texts, develop strategies for unknown words, and gather information from various sources about traditions and values of selected Afro-Asian countries. The document maps out the lessons and assessments for the quarter aimed at helping students understand their identity as Asians through learning about other cultures.
The document provides sample letters in English for different situations that could be included in an English language exam. The letters cover topics such as advising a pen pal who dislikes French class, arguing against building a supermarket near a school, inviting a friend on a tour of Ukraine, discussing career and future plans with a pen pal, describing preferences in friends, and advising a pen pal who is bored due to rain. The document emphasizes the importance of using proper greetings, closings, and grammar for the given communicative situation in the target language.
The document provides strategies for teaching diverse learners and effective writing instruction. It discusses advocating for students, understanding their experiences, using visual aids and scaffolding for writing projects. It also offers prompts and questions for teachers to ask students to help them improve their writing skills and understand different text styles and genres.
The document provides an agenda and learning objectives for an English class. It outlines topics to be covered on different days, including the six traits of effective writing, revising writing by adding transition words and deleting worn-out words. It discusses developing sentence fluency and using conjunctions. Homework involves revising a draft letter using strategies learned.
“Telling Your Story: Ten Tips For Writing Powerful College EssaysRebecca Joseph
This is my powerpoint from my College Greenlight presentation about college application essays. It's short and sweet. You need to tell stories that show your leadership and initiative. Jump off the page.
George Wurtz outlines his philosophy of teaching exceptional students in regular classrooms. He discusses how his previous philosophy focused on logical and efficient approaches, but he found lack of success teaching. His SPED 445 class opened his eyes to diverse learning styles and needs of exceptional students. His new philosophy incorporates tools like backward planning and universal design. He pledges to listen more, ask higher-order questions, and be open to all students' abilities rather than prejudging them. His goal is for all students to learn using appropriate strategies.
This document discusses universal design and multiple literacies in education. It defines universal design as designing products and environments to be usable by all people to the greatest extent possible without needing adaptation. Multiple literacies refers to the many ways people learn, understand, and interpret the world, including visual, media, and information literacy. The document provides examples of implementing universal design and multiple literacies in classrooms, such as using videos, graphic texts, and hands-on learning. It concludes by outlining the author's plans to incorporate these strategies in their own teaching, such as creating educational websites and using field trips.
Autism is a neurological disorder characterized by difficulties in communication and social interaction, as well as restrictive or repetitive behaviors. While the causes are uncertain, genetics and environment likely play a role. Signs include lack of eye contact, difficulties with empathy and social cues, and repetitive behaviors like hand flapping or spinning. Diagnosis involves checking for lack of skills like words, social responsiveness, and play. Treatments include behavioral therapy and medication for related symptoms, with the goal of early detection and intervention. The document discusses implementing strategies from a paper on promoting engagement and communication for students with autism in inclusive classrooms.
This presentation shares the different types of assessment, formative and summative with ideas and tools to support the management and implementation of these assessments.
The document proposes a plan to raise awareness of declining honeybee populations and encourage beekeeping. It involves: 1) Selling DIY bee hive kits and partnering with bee removal companies to find homes for bee swarms. 2) Creating an online presentation and partnering with agricultural agencies to spread information. 3) Giving mobile presentations at farmers markets with an assembled hive. 4) Educating students by presenting at middle and high schools with agricultural programs. The overall goal is to promote beekeeping and increase bee populations around Hawaii.
This document provides an overview of the course "Desktop Publishing". The course includes learning about the fundamentals of journalism like the 5 W's, interviewing techniques, and journalistic writing style. Students will also learn graphic design principles, how to use Microsoft Publisher, note taking, and how to work collaboratively in groups. The course is divided into 3 units that include identifying media styles, learning interview techniques and Publisher, and designing and producing a newsletter. Students will participate in a group project to produce a 2-4 page newsletter on current events at their school.
This document discusses non-fiction text features and defines them as sources of information and organizational tools that help readers understand informational texts. It lists common non-fiction text features such as titles, headings, subheadings, bold/italic text, graphics, captions, diagrams, graphs, and sidebars. These features can give readers an idea of the topic, guide them through the text, help them skim for information, and support the text. Text features are important because they alert readers to focus on topics and present new information in easy to understand chunks.
This document provides a lesson plan for an 8th grade Desktop Publishing course. The first unit focuses on identifying media styles, elements, and biases. Students will learn the 5 W's of journalism by researching news stories and rewriting them. They will analyze different journalistic styles and viewpoints. Students will be assessed based on their understanding of the material as demonstrated through discussions, rewritten news stories, and analysis of the quality and accuracy of sources. The overall goal is for students to gain skills in desktop publishing, journalism, and technology that will ultimately be applied to creating a school newsletter.
The document discusses changes that occur in the adolescent brain during maturation. It addresses what is happening neurologically in the developing teenage brain and the implications for education. Specifically, it will examine the role of myelin development and the function of the frontal lobe on teenage behavior and decision making. Understanding the scientific changes in the adolescent mind can help educators tailor their teaching methods accordingly.
The document discusses different types of peer pressure that students face, including spoken/direct pressure through requests or insults, and unspoken/indirect pressure through observing the behaviors of other groups. It also provides tips for being aware of changes in student groups or behaviors that could indicate peer pressure, and discusses the importance of addressing both positive and negative peer pressure with students while providing coping strategies.
The document outlines five main contributing factors to teen pregnancy: lack of proper sex education, lack of parental guidance and communication, pressure from peers and partners, poverty and lack of access to contraceptives, and exploitation through rape or sexual assault. It emphasizes that education, both about safe sex practices and open communication with parents, is key to preventing teen pregnancy.
This document appears to be a class schedule for a course called EDEP 631 Adolescence and Education taught on Thursdays from 4:30 to 7pm in the spring of 2010. The class will include music from the album produced by George Wurtz and featuring Jean-Luc Ponty.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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1. George Wurtz ITE 404_D Fall 2011
George Wurtz
Dr. Ellen Spitler
ITE 404D: Secondary Language Arts Methods
October 18, 2011
George Wurtz Author Autobiography
My Life Through Reading and Writing
- Preschool Through 8th Grade -
Growing up in the late fifties and early sixties was in my opinion the
perfect time for learning literacy skills. I’d have to say it may have been the
last great era for learning how to read and write. At the time it seemed as if
schools had a different focus, a simpler method to their madness. I learned
to read by first learning the ABC song, then phonemes, and finally short
words. Instruction was methodical and mostly by rote. Great pride was
taken in learning to read well andsuccess was expected.
While attending a Catholic grade school I learned the basics of
grammar and proper communication. An emphasis was placed on order and
“correctness” when reading, writing, and speaking in class. While it may not
have been pretty, it was understood and taken for granted that literacy was
a skill that every person must master; and at an early age. Since that time
teaching methods and theories have changed and yet, the desired result
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2. George Wurtz ITE 404_D Fall 2011
remains the same. Oddly enough, literacy rates have dropped since then
and worries over the illiterate in our society are increasing.
Reading and writing were taught in my K - 12 years in tiered
classrooms. Students were separated by their reading and writing abilities.
Every student knew who was in the advanced class and who was in the
“slow” class. By being placed in the average class I started to work harder.
There were always incentives to read better and faster. One particular
incentive that I remember was having the daily readers organized by colors.
Students had to work their way up to the “cooler” colors. The easiest books
were all primary colors and as the material grew more advanced, the book
colors proceeded through a variety of shades until you hit the “elite” pastels.
When you started on the pastel section you knew you had arrived. The
stories were more complex and interesting and as I advanced through the
levels my reading confidence and ability grew.
- High School Through Dropping out of College -
As a high school student I began to slack off. Texts were assigned in
language arts class and little leeway was given toward personal choice. Like
the typical adolescent I really didn’t appreciate adults telling me what to
read and what to think about. This teaching method was also a sign of the
times. High schools taught the canon of world, British, and American
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3. George Wurtz ITE 404_D Fall 2011
literature. While exposed to the literary classics, I often sped through them
taking little time to consider their actual meanings and messages. I knew
that the teacher would tell me what to think and how to feel when I got to
class. Besides, language arts classes consisted of little more than
regurgitating supposed facts and crucial points on cue for the tests. It was
during this time that I started reading less for fun and more for fulfilling
class requirements. Any reading I did on the side consisted of the daily
newspaper or a handful of magazines such as “Mad” magazine, “Sports
Illustrated” and of course the articles in “Playboy”.
When I graduated high school and proceeded to the local community
college my love for reading had vanished all together. The texts got bigger
and harder, while the fiction and the writing got more difficult and
impossible to keep up with. I had always had a pretty immature attitude
when it came to school and education and a year and a half of community
college did me in. I flunked out.
- A Change in Attitude and a Change in Latitude -
In the late 70’s while still living in Illinois, I chose a profession. I
became a photographer. Working as a construction laborer for a year will do
that to you. Being that young and faced with a lifetime of back-breaking
work I decided to try and get paid for doing my hobby. I started reading
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4. George Wurtz ITE 404_D Fall 2011
voraciously. I devoured picture books and biographies of the great
photography masters. I ate up magazines on photo tips and technique by
the dozens. The more I read the more I advanced as a photographer and as
a skilled professional.
As my curiosity for photography grew so did my desire for knowledge
in other areas of the humanities. I went back to college and started taking a
couple of night courses a semester. I made up the failed grades from my
previous college start and was on the way to doing quite well in school. I
learned that all I had to do to get good grades was go to all of the classes,
take notes, do all of the homework and assignments and then study for the
tests. I had it mastered.
Soon after that I put my college career on hold and moved to Hawai`i
and became a professional photographer and committed beach bum. My
love for reading was still strong and it wasn’t long before I was back in
college and studying for a new career in television production. I kept the
good study habits I had picked up in Illinois and proceeded to do quite well
as an undergraduate at the University of Hawai`i at Manoa. I had learned to
read and comprehend advanced texts and became semi-proficient as a
writer. Upon graduation in 1986 I began working full time for the local cable
company. A year later I was promoted to “Creative Director” in the cable
company’s Promotions and Advertising department.
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5. George Wurtz ITE 404_D Fall 2011
- Writing for Television & Corporate -
While at my position with the cable company my reading and writing
habits changed. I began reading technical manuals and books on television
production. My writing changed from writing essays to writing both short
and long TV scripts. The writing style required for these was quite different
than what I had done in school. In essence writing for TV was easier.
Everything had to be short, descriptive, and to the point. While some
creativity was required, promotion and advertising scripts are pretty much;
who, what, where, why, and when. Sometimes the scripts were 30 seconds,
and sometimes they were 30 minutes. The main thing is that they were
always assigned and many times the content was beyond my control.
I also became proficient at memo and report writing. Word processing
had begun to take off and writing memos and reports soon became routine.
About 12 years in to my 17 year career with the cable company I became
both restless and disenchanted with the monotony of the work. It had
ceased to become challenging and thus became boring. I’ve often said that
my 17 years with the cable company were 12 of the best years of my life. I
knew it was time for a change so when I left the cable company I took up
teaching and computers. It wasn’t long before I became excited about
teaching, teaching methods, and writing curricula. I read about teaching
and did the best I could but I knew I needed professional help.
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6. George Wurtz ITE 404_D Fall 2011
- Back to School -
For a while I was working as a substitute teacher for the D.O.E. and as
a full-time computer instructor. My students were between the ages of 8
and 88 and after some years of both success and frustration, I decided to go
back to school to earn my teaching credentials. I had become increasingly
interested in finding out why some of my teaching was successful and some
of my efforts just fell flat. I knew someone had the answer so with a bit of
trepidation I enrolled again at U.H. Manoa. I had been away from school for
almost 25 years and I knew it wasn’t going to be easy but I felt I could do it.
Since returning to school I’ve developed some anxiety and doubt in my
writing abilities. I knew that in grad school things would be kicked up a
notch but I wasn’t quite ready for what I encountered. As an undergrad I
was about 5 to 6 years older than my peers. My reading, writing, and study
habits were head and shoulders above my peers. As a post-grad student
however, I am about 30 years older than my colleagues. The good news is
that I am meeting and studying with some incredibly talented and
committed professionals. The bad news is that I’m more than a little
concerned that my school papers and reports are less than comparable to
those of my peers. This results in some extreme anxiety which causes me
to procrastinate and put off my large writing assignments.
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7. George Wurtz ITE 404_D Fall 2011
- Hope For the Future -
I’m a firm believer in that I can and will accomplish anything that I set
my mind to doing. I am also starting to (finally), feel as if my writing skills
are improving. I know it’s true that writing skills improve the more a person
writes. Now that I am heading down the final stretch toward earning my
Post Baccalaureate Certificate, I feel that it’s time for me to hone my skills.
I am working on tackling my assignments sooner instead of waiting until the
last minute. I am also going over my previous work and correcting it where
I can so that it’s ready for inclusion in my portfolio. Currently writing for me
is angst filled, hard, frustrating and rewarding. I like to think that I’m
improving with each paper I write.
I know that working on my writing skills will be a life-long learning
experience. I’m weak in grammar and in punctuation. I know the process is
never ending and one that can never be perfected. I’m sure however that
the challenge it provides me will make my new choice of profession both
fulfilling and exciting. Become a proficient and effective writer is something
I’m both dedicated and committedto accomplishing.
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