Tuesday, September 16, 2008
In class criticism
I am pretty sure I have a clear understanding of most of the types of criticism. I am more confident in what I know/understand about feminist, historical, reader-response, and marxist criticism than I am the rest; however, that is most likely because I prefer those. Like I said, I am comfortable analyzing text using the criticism's; however, for in class assignments, I am not as comfortable writing. I do better when I can write/read out loud and in my own place. It's something I have to work on, but it still doesn't make things easier. Therefore, although it may not seem like I can write, I promise you I can. Just not in class, apparently! :)
Tuesday, August 26, 2008
Tuesday, April 8, 2008
Online Tutoring: Meshing The Old With The New
Online Tutoring. As a current tutor, I do not like online tutoring. I am not completely opposed to the idea, however, it without a doubt frustrates me.
For English 435, we were to read an article about this topic. After doing so, I found myself taking into consideration both sides of the issue, however, favoring the opposing side more. To me, instant messaging, texting, blogging, etc. takes away from face to face human interaction. I feel that if we, as a society, get too caught up in this advanced world of technology, we will loose people skills and in a way, self awareness. In the article, the text mentioned that with the distant form of communication, it is easier to open up to someone when you know that you won't be seeing them..." later (Carlson and Williams, 289-290). Although, I have felt this same feeling, in the Writing Center during online tutoring, it still does not help me out any. Someday, when I am a teacher, I am sure that I will have parents frustrated with me or the way I teach, but I do not forsee them instant messaging me about it! Though those kind-of conversations are and probably will be nerve racking and frustrating, I believe a person still has to be exposed to that kind of communication. Otherwise, I will not know how to confront or react to someone in person. After reading what I have already written on here, I am sure there are those of you who are not only calling me a hypocrite for "blogging" right now, but are also considering me far-fetched. And to tell you the truth, when it comes to blogging, texting, etc., I strongly dislike them all. I feel like if I want to talk to someone, I will call them. If I wish to write down my thoughts, I will write them by hand in my journal (just as I have always done).
On the other hand, I do feel like some of the things the article mentions are valid and informative. Things that I will take to heart. For instance, the idea that some students may feel more comfortable asking questions through distance tutoring, rather than face to face, is an interesting way to think about online tutoring. When working with a student face to face, I have found, he/she may simply nod, as if they understand when in all technicality they may not. So in this case, I can definitely see this method of tutoring beneficial. Online tutoring also can eliminate or at least minimize biases and judgments, if there are any.
This next idea, I thought, seemed to be a very cool way of looking at this subject. Many times, students need an idea of whom they're speaking to (their audience), but struggle in figuring that out. A possible solution or aid to this problem, according to the text, is that online communications can encourage students to imagine an ideal audience that often is not there (Carlson and Williams, 287).
Overall, I can see both sides of the argument, however, I still ride the fence on the issue. Most of the time (when tutoring online), I am more frustrated than anything else with this method, but then again, that could just be because most computers hate me and decide to ruin all efforts of trying to compromise!
For English 435, we were to read an article about this topic. After doing so, I found myself taking into consideration both sides of the issue, however, favoring the opposing side more. To me, instant messaging, texting, blogging, etc. takes away from face to face human interaction. I feel that if we, as a society, get too caught up in this advanced world of technology, we will loose people skills and in a way, self awareness. In the article, the text mentioned that with the distant form of communication, it is easier to open up to someone when you know that you won't be seeing them..." later (Carlson and Williams, 289-290). Although, I have felt this same feeling, in the Writing Center during online tutoring, it still does not help me out any. Someday, when I am a teacher, I am sure that I will have parents frustrated with me or the way I teach, but I do not forsee them instant messaging me about it! Though those kind-of conversations are and probably will be nerve racking and frustrating, I believe a person still has to be exposed to that kind of communication. Otherwise, I will not know how to confront or react to someone in person. After reading what I have already written on here, I am sure there are those of you who are not only calling me a hypocrite for "blogging" right now, but are also considering me far-fetched. And to tell you the truth, when it comes to blogging, texting, etc., I strongly dislike them all. I feel like if I want to talk to someone, I will call them. If I wish to write down my thoughts, I will write them by hand in my journal (just as I have always done).
On the other hand, I do feel like some of the things the article mentions are valid and informative. Things that I will take to heart. For instance, the idea that some students may feel more comfortable asking questions through distance tutoring, rather than face to face, is an interesting way to think about online tutoring. When working with a student face to face, I have found, he/she may simply nod, as if they understand when in all technicality they may not. So in this case, I can definitely see this method of tutoring beneficial. Online tutoring also can eliminate or at least minimize biases and judgments, if there are any.
This next idea, I thought, seemed to be a very cool way of looking at this subject. Many times, students need an idea of whom they're speaking to (their audience), but struggle in figuring that out. A possible solution or aid to this problem, according to the text, is that online communications can encourage students to imagine an ideal audience that often is not there (Carlson and Williams, 287).
Overall, I can see both sides of the argument, however, I still ride the fence on the issue. Most of the time (when tutoring online), I am more frustrated than anything else with this method, but then again, that could just be because most computers hate me and decide to ruin all efforts of trying to compromise!
Monday, April 7, 2008
Struggles and the Power of Positive Thinking
I'm not going to lie...I'm a bit nervous about leading discussion in English 435 for an hour. Even though I'm conducting it with another person, the anxiety has not gone away yet!
Aspiring to be an English teacher, I have always known hard-work and dedication is involved in creating lessons and teaching a class. However, until this assignment, I do not think I have experienced what it is like to sort-of teach a class. I mean, in Speech class (in high school), my peers and I were asked to present a speech for ten minutes and teach the class something (how to make cookies, etc.), however, this seems different. Though I read both chapters of my assignment, took pages of notes, and worked with Sarah on creating the outline for the discussion, I find myself scared of where the discussion will go. It is a crazy thing, because I love having class discussions; but it is one thing to be involved in the activity and quite another to lead it. It is like venturing into the unknown and trying to prepare yourself for the unexpected. In a perfect world, Sarah and I would ask questions to the class, listen to their responses, and be comfortable knowing that these answers will lead perfectly into what we've already prepared. However, this does not make discussions great! It also does not help me in my efforts to becomming a teacher. I plan to incorporate class discussion into my teaching method someday, so in all actuality, I should use this assignment as a great opportunity to practice! And I will, but when it comes to visualizing this opportunity as positive, it is easier said than done! Nevertheless, in fifteen minutes from now, Sarah and I's class discussion will begin! Ahh! :) I'm just joking, it will be great! ([background sound: chorus of angels] the power of positive thinking!).
Aspiring to be an English teacher, I have always known hard-work and dedication is involved in creating lessons and teaching a class. However, until this assignment, I do not think I have experienced what it is like to sort-of teach a class. I mean, in Speech class (in high school), my peers and I were asked to present a speech for ten minutes and teach the class something (how to make cookies, etc.), however, this seems different. Though I read both chapters of my assignment, took pages of notes, and worked with Sarah on creating the outline for the discussion, I find myself scared of where the discussion will go. It is a crazy thing, because I love having class discussions; but it is one thing to be involved in the activity and quite another to lead it. It is like venturing into the unknown and trying to prepare yourself for the unexpected. In a perfect world, Sarah and I would ask questions to the class, listen to their responses, and be comfortable knowing that these answers will lead perfectly into what we've already prepared. However, this does not make discussions great! It also does not help me in my efforts to becomming a teacher. I plan to incorporate class discussion into my teaching method someday, so in all actuality, I should use this assignment as a great opportunity to practice! And I will, but when it comes to visualizing this opportunity as positive, it is easier said than done! Nevertheless, in fifteen minutes from now, Sarah and I's class discussion will begin! Ahh! :) I'm just joking, it will be great! ([background sound: chorus of angels] the power of positive thinking!).
Thursday, March 27, 2008
Going undercover in the sandwich department!
For my ethnography assignment, I decided to go and observe in a location not many would consider: Lafallet's Courtside.
To be specific, I observed the area in the back of the room, where everyone contemplates, orders, and waits for sandwiches. Sometimes, one could wait up to fifteen minutes (or longer) for their sandwich. Because of this, I found it a perfect place to see people's reactions to others when their hunger started getting the best of them!
Oberservations:
-my role: customer, waiting on a sandwich
-2 wooden (park style) benches
-1 giant list of sandwiches, placed in front of the kitchen counter
-an invisible parameter (something that seems like the customers created, for non-social and out of the way reasons).
-workers in red shirts/hats
-kitchen (sandwich)counter purposefully placed next to chips and "REFRESHING" coke machines (clever, huh?!).
-two girls sitting next to me on bench (discussing how they have not drank pop in years...and yet, she had two bottles of coca-cola products on her tray). (Story referencing clever placement of coke machines next to sandwich counter!)
-signs hanging above counter: "pick up here," "order here"
-1 worker, very friendly with "Have a nice day" comments, always
-black, ridged, tile shaped rugs forming carpet
-customers shifting weight back and forth while waiting beside chip stand
-1 worker (the guy supposedly taking orders) playing with the notepad (flipping it around)
-1 worker (the guy handing out the sandwiches, yelling names, and saying "Have a nice day") playing with his fingers that are in rubber gloves.
-Customers (students): most dressed in just about every style one could imagine, but with backpacks as well. Some people in pajamas, athletic attire, layers, jeans (tight, lose, baggy, very baggy).
-The entrance doors: both open (inviting and functioning as air conditioners to cool the room)
-Most food racks: empty, massacred from lunch hours (I'm guessing)
-Smells: Chicken and Dumpling and Clam Chowder soup, Sandwiches (all kinds)
-Temp: Stuffy
-Time frame: 6:15-6:32
Reflection:
-Color pattern used in Courtside: black and red. Used because of the school colors, or to entice hunger (red)?
-Since, they were not as busy as I thought they would be, kitchen staff seemed extremely bored (hence, playing with hands and such); however, most food racks were still empty (possibly, becoming a perfect reason during the down time of the store to re-stock).
- Overall, the staff were very cordial and nice, even though business was starting to pick up.
-Intriguing: Body Language: When people are standing alone and waiting, they do not make eye contact with others very often. Instead they stare. If there are two or more people standing together, conversations were always going and things were more laid back for them. I loved watching how people waited for their food though. Some people rocked back and forth, others stared at the chip rack for ten minutes straight acting like they were deep in thought, and still there were others who did the occasional nod and smile when people did catch them looking, etc.
Overall, this was a fun assignment. Also, I managed to get two things accomplished at one time: I did my homework and got something to eat for dinner (otherwise known as, "multi-tasking")!
To be specific, I observed the area in the back of the room, where everyone contemplates, orders, and waits for sandwiches. Sometimes, one could wait up to fifteen minutes (or longer) for their sandwich. Because of this, I found it a perfect place to see people's reactions to others when their hunger started getting the best of them!
Oberservations:
-my role: customer, waiting on a sandwich
-2 wooden (park style) benches
-1 giant list of sandwiches, placed in front of the kitchen counter
-an invisible parameter (something that seems like the customers created, for non-social and out of the way reasons).
-workers in red shirts/hats
-kitchen (sandwich)counter purposefully placed next to chips and "REFRESHING" coke machines (clever, huh?!).
-two girls sitting next to me on bench (discussing how they have not drank pop in years...and yet, she had two bottles of coca-cola products on her tray). (Story referencing clever placement of coke machines next to sandwich counter!)
-signs hanging above counter: "pick up here," "order here"
-1 worker, very friendly with "Have a nice day" comments, always
-black, ridged, tile shaped rugs forming carpet
-customers shifting weight back and forth while waiting beside chip stand
-1 worker (the guy supposedly taking orders) playing with the notepad (flipping it around)
-1 worker (the guy handing out the sandwiches, yelling names, and saying "Have a nice day") playing with his fingers that are in rubber gloves.
-Customers (students): most dressed in just about every style one could imagine, but with backpacks as well. Some people in pajamas, athletic attire, layers, jeans (tight, lose, baggy, very baggy).
-The entrance doors: both open (inviting and functioning as air conditioners to cool the room)
-Most food racks: empty, massacred from lunch hours (I'm guessing)
-Smells: Chicken and Dumpling and Clam Chowder soup, Sandwiches (all kinds)
-Temp: Stuffy
-Time frame: 6:15-6:32
Reflection:
-Color pattern used in Courtside: black and red. Used because of the school colors, or to entice hunger (red)?
-Since, they were not as busy as I thought they would be, kitchen staff seemed extremely bored (hence, playing with hands and such); however, most food racks were still empty (possibly, becoming a perfect reason during the down time of the store to re-stock).
- Overall, the staff were very cordial and nice, even though business was starting to pick up.
-Intriguing: Body Language: When people are standing alone and waiting, they do not make eye contact with others very often. Instead they stare. If there are two or more people standing together, conversations were always going and things were more laid back for them. I loved watching how people waited for their food though. Some people rocked back and forth, others stared at the chip rack for ten minutes straight acting like they were deep in thought, and still there were others who did the occasional nod and smile when people did catch them looking, etc.
Overall, this was a fun assignment. Also, I managed to get two things accomplished at one time: I did my homework and got something to eat for dinner (otherwise known as, "multi-tasking")!
Monday, March 17, 2008
Procrastination!!!! AHH!
Well, after receiving grades today, it seems that I have been slacking more than I thought! I'm an awful blogger!
Anyway, to move onto a more productive blog: peer reviews weren't too bad today! It's nice to know that there are others who do not have theirs done. What's funny though is that the paper that I critiqued, the paper that I haven't critiqued yet, and my own paper have all centered around procrastination/procrastinators. There is a definitely a trend here! Because of this I quickly did an investigation to see how many college students procrastinate. From two different cites, I found that researchers estimate around 90% of college students procrastinate. Crazy, huh? Are you a part of this number? Though the number seems somewhat high to me, I can without a doubt relate to those who are in this category. For instance, instead of writing a couple of papers that are due this week, I am writing about procrastination right now!
Also, I understand that when blogging we are to be writing about things relative to English and this blog seems to be getting away from that. However, I beg to differ about the subject of this blog. Perhaps, if more people had some tips to work around this problem, they might manage tasks more efficiently (highly unlikely, seeing as most people are already set in their ways, but nevertheless, some strategies could be helpful). Here we go, if you are a procrastinator keep reading for helpful tips/strategies.
Time management:
Look ahead and use your time wisely and efficiently. To many of us, getting started on homework assignments is the worst. We put it off, until the night or hour before the due date. To avoid this, try making lists of what is due first, what will take the most time, and how much time you have to do it. Once your planner is finished, dive in!
“You don’t have to see the whole staircase, just take the first step.” -Martin Luther King, Jr.
Break time:
By using your time wisely, allow yourself breaks now and then. Get an idea of what you want to accomplish and then reward yourself with a break or something different to step away to. For me, cooking or listening to music (or both) can do the trick!
Avoid emailing and phone calls, unless necessary too! This is an awful habit as college students!
Well, I have procrastinated long enough! Now that I have taken my break, I think I'll go back to writing my English 435 paper! :)
Anyway, to move onto a more productive blog: peer reviews weren't too bad today! It's nice to know that there are others who do not have theirs done. What's funny though is that the paper that I critiqued, the paper that I haven't critiqued yet, and my own paper have all centered around procrastination/procrastinators. There is a definitely a trend here! Because of this I quickly did an investigation to see how many college students procrastinate. From two different cites, I found that researchers estimate around 90% of college students procrastinate. Crazy, huh? Are you a part of this number? Though the number seems somewhat high to me, I can without a doubt relate to those who are in this category. For instance, instead of writing a couple of papers that are due this week, I am writing about procrastination right now!
Also, I understand that when blogging we are to be writing about things relative to English and this blog seems to be getting away from that. However, I beg to differ about the subject of this blog. Perhaps, if more people had some tips to work around this problem, they might manage tasks more efficiently (highly unlikely, seeing as most people are already set in their ways, but nevertheless, some strategies could be helpful). Here we go, if you are a procrastinator keep reading for helpful tips/strategies.
Time management:
Look ahead and use your time wisely and efficiently. To many of us, getting started on homework assignments is the worst. We put it off, until the night or hour before the due date. To avoid this, try making lists of what is due first, what will take the most time, and how much time you have to do it. Once your planner is finished, dive in!
“You don’t have to see the whole staircase, just take the first step.” -Martin Luther King, Jr.
Break time:
By using your time wisely, allow yourself breaks now and then. Get an idea of what you want to accomplish and then reward yourself with a break or something different to step away to. For me, cooking or listening to music (or both) can do the trick!
Avoid emailing and phone calls, unless necessary too! This is an awful habit as college students!
Well, I have procrastinated long enough! Now that I have taken my break, I think I'll go back to writing my English 435 paper! :)
Monday, February 25, 2008
Bogged-down syndrome setting in. Mid-semester anxiety.
While reading the article Nikki handed out last week for tutors at the Writing Center, I couldn't think straight. It was discussing the the avoidance of appropriation when working with ESL students; however, by the time I got half-way through it, I had already checked out. Lately, I've been getting really bogged down with school and my major as well. Because of this, I go back and forth questioning if I'm doing the right thing with my life. Meaning, should I become an English teacher or not? I feel like I'm trying my hardest but I'm not getting any where. I know that it takes time and patience but sometimes I feel in this major that I'm not qualified to teach students.
Travis is starting to teach now and Jenn is already out there. These two people alone, have put "teaching" into perspective for me lately. It's not that I don't have a desire to teach or help people. In fact, it is the farthest thing from that. Instead, I worry that I will stand in front of a classroom someday and when a student asks me a question regarding grammar or simply why something is the way it is, I won't have an answer for them. Or a straight forward and easy response at least. Anyway, while reading the article about ESL students my mind raced back and forth. Part of me thought of the different students that come into the Writing Center and walk away with some form of knowledge that I taught them and then the other side of me thinks, AHHHH!! What will you do when you're standing in front of twenty different faces asking a million questions? These are the sort of things that went through my head last night.
Like everyone else I hope, I only wanted to talk to someone who I knew would remind me of why I am here. Why I am pursuing this career that has always called out to me, but is a lot harder than many people see or give credit to. So in light of all of this I called my Mom. Hm. No laughing please! As I told her everything that was going through my mind, especially in regard to the not knowing everything someday, she replied, "Whitney, some of the best teachers are the ones that can admit that they don't know everything." And of course, this small but large statement seemed just like something she would say. So optimistic and such that I sort-of blew it off and said "yeah, yeah, yeah, I know, BUT..." And in reality, she's right. As I was telling her everything that was going through my mind...she acted just like a mirror (like what we are suppose to do in tutoring :).) and as funny as that is, she reminded me of why I am pursuing this lifestyle. Why I chose a long time ago to help people and try changing the world! I'm sure all of this sounds corny and quite honestly I can't believe I'm telling whomever (is that right, whomever? I don't know.) all of this, but since I have been slacking on writing these blogs...then hey, why not? HA!
Anyway, I guess I have a few last comments and concerns. To whoever is teaching already, were and/or are you concerned about the same things I am? Not knowing all the technical terms and such? Not being able to run with Grammar Snobs, Language Elitists, etc.? To whoever is not teaching yet and is possibly in the same boat that I am in, do you think I'm crazy? HA! Just joking, I hope you don't think I'm crazy...if so, eh! Whatever the responses are, it is nice to hear from others point of view. It is also nice to have someone around who can remind you of what you're doing and pick you back up out of the stressed-out nightmare and put you back on your feet. Yesterday, that person was my Mom. So thanks mom! You see, you can still help me even when I'm at college! :)
Good times are coming! I just have to be patient enough to actually prove myself! Until then, bring on my punctuation rules, ESL tutoring tactics, and whatever else!
Travis is starting to teach now and Jenn is already out there. These two people alone, have put "teaching" into perspective for me lately. It's not that I don't have a desire to teach or help people. In fact, it is the farthest thing from that. Instead, I worry that I will stand in front of a classroom someday and when a student asks me a question regarding grammar or simply why something is the way it is, I won't have an answer for them. Or a straight forward and easy response at least. Anyway, while reading the article about ESL students my mind raced back and forth. Part of me thought of the different students that come into the Writing Center and walk away with some form of knowledge that I taught them and then the other side of me thinks, AHHHH!! What will you do when you're standing in front of twenty different faces asking a million questions? These are the sort of things that went through my head last night.
Like everyone else I hope, I only wanted to talk to someone who I knew would remind me of why I am here. Why I am pursuing this career that has always called out to me, but is a lot harder than many people see or give credit to. So in light of all of this I called my Mom. Hm. No laughing please! As I told her everything that was going through my mind, especially in regard to the not knowing everything someday, she replied, "Whitney, some of the best teachers are the ones that can admit that they don't know everything." And of course, this small but large statement seemed just like something she would say. So optimistic and such that I sort-of blew it off and said "yeah, yeah, yeah, I know, BUT..." And in reality, she's right. As I was telling her everything that was going through my mind...she acted just like a mirror (like what we are suppose to do in tutoring :).) and as funny as that is, she reminded me of why I am pursuing this lifestyle. Why I chose a long time ago to help people and try changing the world! I'm sure all of this sounds corny and quite honestly I can't believe I'm telling whomever (is that right, whomever? I don't know.) all of this, but since I have been slacking on writing these blogs...then hey, why not? HA!
Anyway, I guess I have a few last comments and concerns. To whoever is teaching already, were and/or are you concerned about the same things I am? Not knowing all the technical terms and such? Not being able to run with Grammar Snobs, Language Elitists, etc.? To whoever is not teaching yet and is possibly in the same boat that I am in, do you think I'm crazy? HA! Just joking, I hope you don't think I'm crazy...if so, eh! Whatever the responses are, it is nice to hear from others point of view. It is also nice to have someone around who can remind you of what you're doing and pick you back up out of the stressed-out nightmare and put you back on your feet. Yesterday, that person was my Mom. So thanks mom! You see, you can still help me even when I'm at college! :)
Good times are coming! I just have to be patient enough to actually prove myself! Until then, bring on my punctuation rules, ESL tutoring tactics, and whatever else!
Wednesday, February 13, 2008
A short reflection from the observer point of view
While observing Sarah and Phil in the tutoring session, I noticed a few things about myself. First of all, I did not feel nervous or under any pressure during the exercise, as I am sure Phil might have. Secondly, as a tutor outside of class, getting the chance to observe Phil, who is also a fellow tutor, was a great experience. One that was very different from when I was hired and expected to observe tutors that were not all rookie's. Back then, I observed five sessions (just like everyone else). However, at the time I did not have a lot of experience to base my judgement or knowledge of "how to" off of anything. Therefore, I do not know if I absorbed as many techniques, methods, and/or ways of tutoring as I did today.
It was nice to hear and watch Phil work and help Sarah because I took in more of what was going on and applied it to how I could approach things in my own tutoring sessions.
I hope this is not confusing because I am just trying to say that I learned a lot by observing Phil. I think he is a great tutor and he did do a few things that might be improved on. However, just like everyone else, he is still human and there will always be something to improve. Overall, I think I gained more from today's exercise than I did originally when I got hired as a tutor. Is that good or bad? I do not know. Hopefully, it comes off as a good thing. Besides, it's a learning process and I think that is what I am doing!
It was nice to hear and watch Phil work and help Sarah because I took in more of what was going on and applied it to how I could approach things in my own tutoring sessions.
I hope this is not confusing because I am just trying to say that I learned a lot by observing Phil. I think he is a great tutor and he did do a few things that might be improved on. However, just like everyone else, he is still human and there will always be something to improve. Overall, I think I gained more from today's exercise than I did originally when I got hired as a tutor. Is that good or bad? I do not know. Hopefully, it comes off as a good thing. Besides, it's a learning process and I think that is what I am doing!
Fake Tutoring Session (2/13/08)
In class today, we did an exercise where we put on (kind-of) a fake but real tutoring session. For my group, it was set up as follows:
Phil: Tutor
Sarah: Student (writer)
Kellye: Observer
Myself: Observer
First of all, I thought Phil did an excellent job tutoring Sarah. I think in the situation, it would be slightly awkward seeing as we all knew the session wasn't necessarily real; however, Phil was kind-of being put on the spot at the same time. Nevertheless, he did a great job of addressing what Sarah was wanting to look at and focus on, helping her develop thoughts more clearly, keeping the paper in Sarah's hands (meaning: making it stay her paper rather than becoming his), as well as many other things.
In regards to Sarah, I felt that she played the average student but she also brought her actual characteristics into the session as well. For instance, most of the time Sarah seemed sort-of "eh" about things but open to suggestions or help; which is normally something I have found coming from other students who come to the writing center. But I also liked that Sarah brought forth her real self into the equation as well. For instance, she brought up her analogy of the transactional model (?) :); which if anyone knows Sarah enough, they understand that she thinks mathematicaly in real life as well. What I'm getting at is that Sarah did a good job of pulling off the typical student attitude as well as bringing her natural self to the table. WHich, from a tutors stand point, by figuring out that a student thinks mathematically (like Sarah) it can be helpful when trying to teach them something or demonstrate english terms into math terms for them. I think Phil caught onto that characteristic of Sarah and utilized it in a couple of instances.
Below are some points I jotted down during the session that I thought Phil did a great job at:
- He let Sarah have time here and there to brainstorm and free write
- In the beginning of the session, he discussed Rhetoric with her and the components that make it what it is: Logos, Ethos, and Pathos. He explained in a very down to earth manner, including examples and references back to movies so that she might remember them better. I thought the examples were a great approach. Nicely done Phil!
- He pushed her thinking further by asking her questions and acting as a sound board (reiterating what she wrote and said in order to clarify and understand what she was trying to say or mean).
- Phil also did a great job of not letting her (Sarah) steal his words or ideas. For instance, he would mention something or ask her if this is what she meant and then when Sarah liked the idea or wording she would ask if she could use it or cite him. :) Very quickly, Phil would tell her it would be best to use her own words and after saying that, he would keep moving on with the original subject and not let her have time to write his ideas or whatnot down.
-Lastly, I think Phil was very good at keeping the paper in Sarah hands. Helping her and spoon feeding her are two very different things and as a tutor, Phil seemed to understand the difference very well.
Overall, there were things to be improved on here and there, but I do not think that Phil did a bad job at all. In fact, I was rather impressed with him and able to learn a lot from his actions and responses.
Phil: Tutor
Sarah: Student (writer)
Kellye: Observer
Myself: Observer
First of all, I thought Phil did an excellent job tutoring Sarah. I think in the situation, it would be slightly awkward seeing as we all knew the session wasn't necessarily real; however, Phil was kind-of being put on the spot at the same time. Nevertheless, he did a great job of addressing what Sarah was wanting to look at and focus on, helping her develop thoughts more clearly, keeping the paper in Sarah's hands (meaning: making it stay her paper rather than becoming his), as well as many other things.
In regards to Sarah, I felt that she played the average student but she also brought her actual characteristics into the session as well. For instance, most of the time Sarah seemed sort-of "eh" about things but open to suggestions or help; which is normally something I have found coming from other students who come to the writing center. But I also liked that Sarah brought forth her real self into the equation as well. For instance, she brought up her analogy of the transactional model (?) :); which if anyone knows Sarah enough, they understand that she thinks mathematicaly in real life as well. What I'm getting at is that Sarah did a good job of pulling off the typical student attitude as well as bringing her natural self to the table. WHich, from a tutors stand point, by figuring out that a student thinks mathematically (like Sarah) it can be helpful when trying to teach them something or demonstrate english terms into math terms for them. I think Phil caught onto that characteristic of Sarah and utilized it in a couple of instances.
Below are some points I jotted down during the session that I thought Phil did a great job at:
- He let Sarah have time here and there to brainstorm and free write
- In the beginning of the session, he discussed Rhetoric with her and the components that make it what it is: Logos, Ethos, and Pathos. He explained in a very down to earth manner, including examples and references back to movies so that she might remember them better. I thought the examples were a great approach. Nicely done Phil!
- He pushed her thinking further by asking her questions and acting as a sound board (reiterating what she wrote and said in order to clarify and understand what she was trying to say or mean).
- Phil also did a great job of not letting her (Sarah) steal his words or ideas. For instance, he would mention something or ask her if this is what she meant and then when Sarah liked the idea or wording she would ask if she could use it or cite him. :) Very quickly, Phil would tell her it would be best to use her own words and after saying that, he would keep moving on with the original subject and not let her have time to write his ideas or whatnot down.
-Lastly, I think Phil was very good at keeping the paper in Sarah hands. Helping her and spoon feeding her are two very different things and as a tutor, Phil seemed to understand the difference very well.
Overall, there were things to be improved on here and there, but I do not think that Phil did a bad job at all. In fact, I was rather impressed with him and able to learn a lot from his actions and responses.
Tuesday, February 12, 2008
Response to BG: Chapters 3 & 4
First of all, my apologizes for not writing as many blogs as I should have been in the past few weeks...I'm working on it! :)
The Bedford Guide for Writing Tutors (4th ed.), Chapters 3 & 4
From the very beginning of Chapter three, I felt that the text was informing us of many things we already know or do, partly by using common sense and courtesy in a tutoring session. However, when I got to chapter four, I felt the same thing but I also walked away with a little bit more valuable information. Chapter four seemed to provide more of an insight to techniques that could help me as a tutor understand the different types of students coming in, as well as teach students to recognize their own mistakes and not necessarily hold their hand the entire way.
The chapter started off by talking about brainstorming, one of the first things to do in order to help a writer get started in the writing process. This is probably one of my favorite parts. To me, it is a time that is open, free and ready for ideas to start coming together (kind-of like a game plan). It can be fun (most of the time)! Another thing they discuss in the book is freewriting. Something I have noticed with students and myself at times, is the difficulty in getting my thoughts out of my head and onto paper (or the computer). To help clients with this problem, I often tell them to just write without stopping. Do not worry about grammar, misspelled words, etc., just write your thoughts out and then come back later and break them up, fix them, or piece them together with common thoughts, etc. However, the book gave the example of darkening the screen of a computer, if that is what they (the students, clients) are working on. This is so that they cannot worry or get caught up on reviewing their work. I have mixed feelings about this though. Part of me feels this could be a great technique, but the other the part feels it could drive students crazy and not let them see anything that is remotely tangible. Nevertheless, the technique is something to consider.
When the writer (student, client) starts to actually write out their plan it is also important to make sure they have clarified who their audience is, what they are trying to address to that audience, and their goal for the paper. This will help with organization. As I read on throughout the chapter I stumbled upon many other useful or catchy techniques. For instance, I liked the idea mentioned in Chapter four of being a "naive reader" (47). Sometimes, by stepping away from the topic of a clients paper and sort-of playing an "unaware" persona, it allows the writer to explain things more in depth, take another look at what they wrote and how they explained it, as well as receive an outsiders point of view. Another thing I liked, which is something I already try practicing in sessions, is finding an error or problem, explaining it to the student, and then turning them lose (kind-of) to spot the same mistakes later. When done correctly, students can kind-of become their own personal tutors at times, finding their mistakes, and knowing how to handle them correctly for the future. WIth this technique, I have found that often times, students sort-of become excited (at times more than others) that they can recognize their own mistakes and quickly correct without being told to do so; however, it also puts a smile on my face because I feel like I was able to teach something that can help them. I dunno, it's an exciting thing among many other successes! The trick is to make them (the student, client, writer, etc.) remember it!
There were many other things I learned from the chapters but the ones above seemed like a few of the highlights! However, I will say that all of the examples of the different situations of writers and tutors was interesting as well! I thought it was funny that there were so many examples to try or act out! :) It's like improv (msp?)!!!
The Bedford Guide for Writing Tutors (4th ed.), Chapters 3 & 4
From the very beginning of Chapter three, I felt that the text was informing us of many things we already know or do, partly by using common sense and courtesy in a tutoring session. However, when I got to chapter four, I felt the same thing but I also walked away with a little bit more valuable information. Chapter four seemed to provide more of an insight to techniques that could help me as a tutor understand the different types of students coming in, as well as teach students to recognize their own mistakes and not necessarily hold their hand the entire way.
The chapter started off by talking about brainstorming, one of the first things to do in order to help a writer get started in the writing process. This is probably one of my favorite parts. To me, it is a time that is open, free and ready for ideas to start coming together (kind-of like a game plan). It can be fun (most of the time)! Another thing they discuss in the book is freewriting. Something I have noticed with students and myself at times, is the difficulty in getting my thoughts out of my head and onto paper (or the computer). To help clients with this problem, I often tell them to just write without stopping. Do not worry about grammar, misspelled words, etc., just write your thoughts out and then come back later and break them up, fix them, or piece them together with common thoughts, etc. However, the book gave the example of darkening the screen of a computer, if that is what they (the students, clients) are working on. This is so that they cannot worry or get caught up on reviewing their work. I have mixed feelings about this though. Part of me feels this could be a great technique, but the other the part feels it could drive students crazy and not let them see anything that is remotely tangible. Nevertheless, the technique is something to consider.
When the writer (student, client) starts to actually write out their plan it is also important to make sure they have clarified who their audience is, what they are trying to address to that audience, and their goal for the paper. This will help with organization. As I read on throughout the chapter I stumbled upon many other useful or catchy techniques. For instance, I liked the idea mentioned in Chapter four of being a "naive reader" (47). Sometimes, by stepping away from the topic of a clients paper and sort-of playing an "unaware" persona, it allows the writer to explain things more in depth, take another look at what they wrote and how they explained it, as well as receive an outsiders point of view. Another thing I liked, which is something I already try practicing in sessions, is finding an error or problem, explaining it to the student, and then turning them lose (kind-of) to spot the same mistakes later. When done correctly, students can kind-of become their own personal tutors at times, finding their mistakes, and knowing how to handle them correctly for the future. WIth this technique, I have found that often times, students sort-of become excited (at times more than others) that they can recognize their own mistakes and quickly correct without being told to do so; however, it also puts a smile on my face because I feel like I was able to teach something that can help them. I dunno, it's an exciting thing among many other successes! The trick is to make them (the student, client, writer, etc.) remember it!
There were many other things I learned from the chapters but the ones above seemed like a few of the highlights! However, I will say that all of the examples of the different situations of writers and tutors was interesting as well! I thought it was funny that there were so many examples to try or act out! :) It's like improv (msp?)!!!
Friday, February 8, 2008
** Prefixes and Suffixes
Everything you need to know about Prefixes and Suffixes:
Examples of Prefixes: a-, un-. co-, omni-, re-, sub-, pre-, bi-, mis-, dis-, inter-, anti-, pro-, non-, mono-, de-, hypo-, hyper-, mal-, retro-, trans-, poly-, ob-, ab-, semi-, equi-, epi-, over-, ab-, ad-, com-, ex-, in-.
Examples of Suffixes: -y, -est, -ence, -able, -ible, -ship, -ance, -al, -ish, -or, -er, -ment, -tial, -ist, -ism, -ency, -sion, -tion, -ness, -hood, -dom, -en, -ify, -ize, -ate, -worthy, -wide, -tic, -less, -tive, -ous, -ful, -tial, -ly, -tude.
Rules or guidelines:
- According to June Casagrande's book, Grammar Snobs Are Great Big Meanies, "when you're adding a prefix to create a word that is not in the dictionary, normally you should not use a hyphen. It's the opposite with suffixes: When you're using one to make a word not in the dictionary, most often you do add a hyphen."
HOWEVER there are a lot of exceptions!
For prefixes, use a hyphen when:
- "adding on to a capitalized word or a numeral: anti-American, pre-1950s,".
- "putting two vowels together: pro-occult, anti-illness"
- adding a prefix to an expression that's already hyphenated: "non-self-serving".
Prefixes need some sort of squiggle to connect them to multiword compounds:
Ex: Instead of writing "postCivil War", you would write "post-Civil War" or "non-self serving vs self-serving".
-using the prefix "co-": "Co-" is an oddball because unlike most prefixes it normally does require a hyphen. Exceptions include widely accepted words such as "coordinate," "coexist,"" etc.
-using the prefix "post-":...takes a hyphen except for some widely accepted words such as "postdate," "Postdoctoral,"" etc.
Suffixes:
Normally suffixes need hyphens. For example, "-free" as in "oil-free".
Exceptions to this:
- the suffix "-like": "ratlike," except for words ending in "l"- "weasel-like".
-"-borne":...tunaborne bacteria".
-"-wide": You'd say "officewide" and "countrywide"; make exceptions for long words or whenever skipping a hyphen creates confusion: "United States of America-wide".
(All information in quoted material is from June Casagrande's book, Grammar Snobs Are Great Big Meanies copyrighted 2006.)
Examples of Prefixes: a-, un-. co-, omni-, re-, sub-, pre-, bi-, mis-, dis-, inter-, anti-, pro-, non-, mono-, de-, hypo-, hyper-, mal-, retro-, trans-, poly-, ob-, ab-, semi-, equi-, epi-, over-, ab-, ad-, com-, ex-, in-.
Examples of Suffixes: -y, -est, -ence, -able, -ible, -ship, -ance, -al, -ish, -or, -er, -ment, -tial, -ist, -ism, -ency, -sion, -tion, -ness, -hood, -dom, -en, -ify, -ize, -ate, -worthy, -wide, -tic, -less, -tive, -ous, -ful, -tial, -ly, -tude.
Rules or guidelines:
- According to June Casagrande's book, Grammar Snobs Are Great Big Meanies, "when you're adding a prefix to create a word that is not in the dictionary, normally you should not use a hyphen. It's the opposite with suffixes: When you're using one to make a word not in the dictionary, most often you do add a hyphen."
HOWEVER there are a lot of exceptions!
For prefixes, use a hyphen when:
- "adding on to a capitalized word or a numeral: anti-American, pre-1950s,".
- "putting two vowels together: pro-occult, anti-illness"
- adding a prefix to an expression that's already hyphenated: "non-self-serving".
Prefixes need some sort of squiggle to connect them to multiword compounds:
Ex: Instead of writing "postCivil War", you would write "post-Civil War" or "non-self serving vs self-serving".
-using the prefix "co-": "Co-" is an oddball because unlike most prefixes it normally does require a hyphen. Exceptions include widely accepted words such as "coordinate," "coexist,"" etc.
-using the prefix "post-":...takes a hyphen except for some widely accepted words such as "postdate," "Postdoctoral,"" etc.
Suffixes:
Normally suffixes need hyphens. For example, "-free" as in "oil-free".
Exceptions to this:
- the suffix "-like": "ratlike," except for words ending in "l"- "weasel-like".
-"-borne":...tunaborne bacteria".
-"-wide": You'd say "officewide" and "countrywide"; make exceptions for long words or whenever skipping a hyphen creates confusion: "United States of America-wide".
(All information in quoted material is from June Casagrande's book, Grammar Snobs Are Great Big Meanies copyrighted 2006.)
Wednesday, January 23, 2008
Miscellaneous tidbits from Chapters 8-10
(Ok, first of all the following blog is about something we discussed in class; however, I started this draft before class on Wednesday. Anyway, it is about organization and ideas. Now before anyone judges me for the following blog and starts to think I'm crazy like Pipher, just know that there is a lot of truth in "filing ideas," especially for writers and/or anyone for that matter. Pipher may be ridiculous most of the time, but she does have some good suggestions here and there.)
In Chapter 8 of the book, Writing to Change the World, Pipher talked about the importance of being organized as a writer. By creating a system that organizes your personal writings, favorite quotes, phrases, etc. you can then go back and access them in the future. It may not seem to be the most "functional;" however, if it works for you, keep it up.
For me, staying organized is something I wish I did more of or I should say I was better at. For example, I AM organized; however many would see it as being nonfunctional. Either way, since I was a kid, I have always jotted down ideas, memories, events, etc. into journals and made an extreme effort to save them all in some way. Whether it was by designating certain shoe boxes for different types of writing, placing letters in certain drawers, or even hiding things in time capsules, I always tried to keep my ideas with me. However, though I created my own organized process years ago, I don't know if I ever thought about it as a system or process. Instead, it was just something I did. Also, the more I am aware of this process, the more I realize it changes as I change and grow older. Nevertheless, I agree with Pipher when she said, "With writers, an idea misfiled is an idea lost." There have been too many times where I think of something and don't write it down somewhere. Or if I do, I lose it because it's written on a gum wrapper or receipt. Pipher notes that she carries a small notebook around with her at all times so that if she has a good idea or something interesting happens she can write it down. This is a new personal goal.
Another interesting point I found in the reading (which I loved) was to "use everything" when writing. Use your surroundings, your experiences, etc. and write about it, even if it is something that is ordinary or plain. Connect this thought with the compact notebook idea and you have a winner! Well...along with other things too of course! :) Either way, everybody has to start somewhere and I see these ideas as being the first step!
In Chapter 8 of the book, Writing to Change the World, Pipher talked about the importance of being organized as a writer. By creating a system that organizes your personal writings, favorite quotes, phrases, etc. you can then go back and access them in the future. It may not seem to be the most "functional;" however, if it works for you, keep it up.
For me, staying organized is something I wish I did more of or I should say I was better at. For example, I AM organized; however many would see it as being nonfunctional. Either way, since I was a kid, I have always jotted down ideas, memories, events, etc. into journals and made an extreme effort to save them all in some way. Whether it was by designating certain shoe boxes for different types of writing, placing letters in certain drawers, or even hiding things in time capsules, I always tried to keep my ideas with me. However, though I created my own organized process years ago, I don't know if I ever thought about it as a system or process. Instead, it was just something I did. Also, the more I am aware of this process, the more I realize it changes as I change and grow older. Nevertheless, I agree with Pipher when she said, "With writers, an idea misfiled is an idea lost." There have been too many times where I think of something and don't write it down somewhere. Or if I do, I lose it because it's written on a gum wrapper or receipt. Pipher notes that she carries a small notebook around with her at all times so that if she has a good idea or something interesting happens she can write it down. This is a new personal goal.
Another interesting point I found in the reading (which I loved) was to "use everything" when writing. Use your surroundings, your experiences, etc. and write about it, even if it is something that is ordinary or plain. Connect this thought with the compact notebook idea and you have a winner! Well...along with other things too of course! :) Either way, everybody has to start somewhere and I see these ideas as being the first step!
Thursday, January 17, 2008
What is Good Writing?
When it comes to poetry, in the past few years I have often wondered who deemed certain people the right to say whether or not a poem is good or bad. To somewhat answer this question, in my mind, I imagine a panel of judges. This panel consists of a room lit only by the sort of light you would see in an interagating (msp?) cell. And under this light, there are judges lining one side of a long table. How they got there? I have no idea; nevertheless it has always seemed easier to imagine there are people deemed with the gift to judge rather than take (some of my past educators) "average Joe's" word for it. By believing this, it has always helped me think, "well maybe so and so knows what they're talking about because they have studied this area of work and I haven't." For instance while in high school, I had many English teachers who asked the class what a poem or story meant. However, when a student would respond, many times they (the student) were shot down for their answer. Their interpretation. After giving this "panel of judges" idea a thought here and there, I decided a long time ago it was not fair. Who is to say what an author of a poem, story, etc. really meant when they wrote their piece? WHo is to say one interpretation is right and the other is wrong?
I understand that if an author wrote their thought process out so their readers would understand the "true meaning" of the poem, story, etc. it would be one thing. However, to me (here's my interpretation) when a reader (of either the intended audience or not intended audience) is able to take away something from a work and have it impact their thoughts or senses in some way, that is when a writing should be considered good. I do not think it necessarily matters what the "true" interpretation is, instead I feel the wonderful thing about writing is when each person can feel a connection to it.
Even though I do not like the system and the idea of having to declare something as good or bad, I have come to understand that to a certain degree (sometimes a higher degree than others) we (I) must adhere to the rules. Sometimes, to pass classes, for example, we must stubbornly put down our flags and conform to the guidelines. This being said, I have always tried to leave edge room for my own voice to come through a paper or poem of mine. Whether it's bold, quiet, or opinionated, I have always tried to do assignments well; but inevitably, keep a little flavor or hint of me in them. Unless of course it suppose to be a paper without my thoughts; however, whether the thoughts are mine or not, the way in which I write would still be considered my voice.
Referring back to the original question: What is good writing? It wasn't until my english 210 class that I realized for some time now, there has been that panel of judges I once imagined (in a way). They are called New Critics and they approach each form of text as an artifact. Though I thought and hoped this way of doing things was buried now; I found out today, it is not. And even though I want this way of doing things out the door, I sat there in class and wondered how exactly I would declare grades as good or bad in my own classroom someday without these questions and criticisms. I have my own ideas and thoughts on this subject; however, to respond to them too quickly would not amount to well thought out plans of action and/or methods of teaching in the future. I am trying to learn as much as I can; the tough thing is sometimes it's hard hearing that there is a panel of judges out there! So instead of asking what is good writing; perhaps the real question would be, "how do you declare what is good writing and why do you think that way of doing things is the right (fair) way?" And even then will there ever be an answer?
I understand that if an author wrote their thought process out so their readers would understand the "true meaning" of the poem, story, etc. it would be one thing. However, to me (here's my interpretation) when a reader (of either the intended audience or not intended audience) is able to take away something from a work and have it impact their thoughts or senses in some way, that is when a writing should be considered good. I do not think it necessarily matters what the "true" interpretation is, instead I feel the wonderful thing about writing is when each person can feel a connection to it.
Even though I do not like the system and the idea of having to declare something as good or bad, I have come to understand that to a certain degree (sometimes a higher degree than others) we (I) must adhere to the rules. Sometimes, to pass classes, for example, we must stubbornly put down our flags and conform to the guidelines. This being said, I have always tried to leave edge room for my own voice to come through a paper or poem of mine. Whether it's bold, quiet, or opinionated, I have always tried to do assignments well; but inevitably, keep a little flavor or hint of me in them. Unless of course it suppose to be a paper without my thoughts; however, whether the thoughts are mine or not, the way in which I write would still be considered my voice.
Referring back to the original question: What is good writing? It wasn't until my english 210 class that I realized for some time now, there has been that panel of judges I once imagined (in a way). They are called New Critics and they approach each form of text as an artifact. Though I thought and hoped this way of doing things was buried now; I found out today, it is not. And even though I want this way of doing things out the door, I sat there in class and wondered how exactly I would declare grades as good or bad in my own classroom someday without these questions and criticisms. I have my own ideas and thoughts on this subject; however, to respond to them too quickly would not amount to well thought out plans of action and/or methods of teaching in the future. I am trying to learn as much as I can; the tough thing is sometimes it's hard hearing that there is a panel of judges out there! So instead of asking what is good writing; perhaps the real question would be, "how do you declare what is good writing and why do you think that way of doing things is the right (fair) way?" And even then will there ever be an answer?
Sunday, January 13, 2008
Current Traditional Response to Whaling Essay
My suggestions for the essay over whaling is as follows:
- Reread and look for paragraph breaks (ie: Different points + topics)
- Be aware of numbers when writing (ie: when they should be written out or not, etc.)
- Watch for repitition
- Avoid slang (this was very minimal)
- Organization (ie: Before going into detail about IWC, perhaps explain what it stands for first. This will ensure that the audience unaware or ignorant of this specific area of work/culture will understand what you (the writer/researcher) are talking about.)
- Transitions: Remember to keep a steady flow throughout the essay. This will allow your readers to read down; without breaking.
- Proper citations
If needed, see Blackboard for more examples. Otherwise, feel free to revise and ask for assistance!
- Reread and look for paragraph breaks (ie: Different points + topics)
- Be aware of numbers when writing (ie: when they should be written out or not, etc.)
- Watch for repitition
- Avoid slang (this was very minimal)
- Organization (ie: Before going into detail about IWC, perhaps explain what it stands for first. This will ensure that the audience unaware or ignorant of this specific area of work/culture will understand what you (the writer/researcher) are talking about.)
- Transitions: Remember to keep a steady flow throughout the essay. This will allow your readers to read down; without breaking.
- Proper citations
If needed, see Blackboard for more examples. Otherwise, feel free to revise and ask for assistance!
Tuesday, January 8, 2008
Myself as a Writer
My writing. Hmm. Well, for starters the idea of becoming a writer and especially an english teacher never really came to me until a couple of years ago. Before then my focus was on becoming a singer or photographer. I loved english though; however during high school, often times my work seemed to be turned down or challanged to fit into a box. It wasn't until I came to college I started writing more for courses where I didn't have to fit into a certain box that I started exploring the idea of writing and teaching someday. My plan is to teach english somewhere (I'm not sure where) and write/illustrate children's books.
Though these are great ambitions, I do worry about certain elements of english. For instance, since I was little I have never been afraid of words (BIG words) and therefore wrote/spoke them the way I thought they were to be written and spoken. The sad part is, I continue to do this today...A LOT! For example, take the phrase "for granted," I always thought it was "for granit." It wasn't until last year I learned this was wrong. Here's another one for ya; instead of saying "ambulance" I said and sometimes continue to say "amblience." Or "antanna" instead of "antenna." "Oblivient" instead of "oblivious". Trust me the list goes on and on! I am almost 100% sure this disability will come around and bite me when I am teaching classrooms full of obnoxious students!
When it comes to my strengths, I try to think outside of the box (possibly because I was always told to stay in by my educators), keep my imagination, and let it run wild. However at times, this too gets me in trouble.
Though these are great ambitions, I do worry about certain elements of english. For instance, since I was little I have never been afraid of words (BIG words) and therefore wrote/spoke them the way I thought they were to be written and spoken. The sad part is, I continue to do this today...A LOT! For example, take the phrase "for granted," I always thought it was "for granit." It wasn't until last year I learned this was wrong. Here's another one for ya; instead of saying "ambulance" I said and sometimes continue to say "amblience." Or "antanna" instead of "antenna." "Oblivient" instead of "oblivious". Trust me the list goes on and on! I am almost 100% sure this disability will come around and bite me when I am teaching classrooms full of obnoxious students!
When it comes to my strengths, I try to think outside of the box (possibly because I was always told to stay in by my educators), keep my imagination, and let it run wild. However at times, this too gets me in trouble.
Subscribe to:
Posts (Atom)