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The other units included in the project, which are transformations, and the conics unit was pretty straight forward and easy to grasp at times.
I found that these problems helped me understand what I needed to look over, especially since exams are coming up. I knew these questions would be difficult to solve but with the help of actually taking the time to look over what I had trouble and such, it made it easier to solve the questions.
I thought that actually teaching all of the problems and explaining how to solve them, shows how much I understood each unit. It takes hard work to create a really good project and both Francis and I took that time to make it as well as we possibly could.
All in all, I learned a lot from this experience because it taught me how to teach other people how to solve different math problems.
This project also helped me look over old notes and problems to prepare myself for the exam. Overall, I thought this project was a really good experience to help me; and hopefully my group members, in understanding math much better.
Post a Comment. I chose to read Chapter 7 on Examples from English Literature. Kumashiro and I agree, the majority of literature that is being taught comes from old, dead white men.
The literature we read during my internship was exactly that; old, dead, white men. After decades upon decades of teaching the same literary canon there is a hidden message portrayed that only the stories of these old, dead, white men are of importance.
When I suggested a female author, I was told she was not on the approved list. Yet, in my English methods class we were told we could teach whatever literature we wanted, had access too, and was suitable for the grade level.
This creates even more confusion between the college and those in the profession whom we are learning from.
We have been told one thing, but when we step foot in a school, we have to deal with resistance. When we are looking for students to make connections between text and life experiences or identity, we must include a diverse array of literature in the ELA cannon.
It is important to reach all students. Given that each student is unique and we live in a multi-cultural country, why are we leaving ethnic authors out?
Why are we not teaching female perspectives? I question why some books are still being taught fourty years later.
Kumashiro states that by changing what students read we change how the student reads. Kumashiro has many examples of questions he asked his students.
What lenses might some people have used to arrive at these interpretations? What results when we say that these interpretations are not only objective, but also the most correct 74?
English Language Arts is delightful avenue for a teacher to teach anti-oppressive education. People are worried that teaching these stories lead to political unrest.
Taking this extra step to teach relevant material to students capable of devouring the material and learning to read literature from different perspectives is exciting, in my opinion.
Some future teachers dread the thought of it. Kumashiro, K. Inquiry based learning and problem-based learning both require that we assume our students knows as much or as little about the topic we are teaching.
We must assume that they can work through inquiry based questions. Each student has prior knowledge when they enter our classrooms.
For some students, school is a way of escaping their lives. Students may be more open to learning a theme in a novel because it pertains to their own life or something they have experienced in their own lives.
We need to examine our students and their positions in society before we make any assumptions. I implemented a controversial, anti-oppressive unit during my week of teaching ELA A30 a unit on Canadian poetry.
There were two Aboriginal students in the class who were not connecting to the material. I told him poetry is just like rap music and that seemed to help him connect to the lesson.
After reflecting on this, I decided it was necessary for me to bring in some controversial FNMI content to engage the Aboriginal students.
I introduced a lesson on Louise Halfe; she writes poetry that explains her experiences and repercussions on her and her family during the residential school era.
Halfe uses a vernacular form of the English language to resist assimilation. She writes as her people speak.
I find it fascinating. Once I taught this lesson the two Aboriginal students in my class were so proud and then interested in writing their poems.
I assigned the students a creative writing poetry assignment with several suggested themes:. Through creative writing such as poetry one can express oneself using literary devices without revealing too much.
You have all demonstrated a deep understanding of what we have covered from your daily feedback. I feel you are prepared for this job, and I look forward to reading your writing.
There is a minimum requirement of 4 stanzas with a minimum of 4 lines each. If, however, you feel passionate to write more please continue writing.
There is no maximum length. Although, I know you all have busy teenager lives. You can reveal as much or as little about yourself as you wish. I hope to see a powerful connection to you identify as a member of Canadian society.
Your final poems will be evaluated Wednesday, April 2. I would recommend getting started on your poem as soon as possible.
Next week will be my last few days in the school, when I will be available to help. You are required to self-assess your poem with a rubric that you will find in Mr.
The majority of the students created beautiful poems based on themes representing their identity in Canada. Newcomers wrote about their homes in Pakistan contrasting to the ir homes in Canada.
Another newcomer contrasted Eid his Muslim Christmas to Christmas. Overall, the unit went well. I did not feel comfortable grading their poetry, as we had little time to work one-on-one, and I feel poetry is very personal.
I had the students self-reflect and give themselves a grade based on a rubric I created. I either agreed or disagreed with their self-evaluation.
I encouraged that they continuously reflect on their work and themselves to enable their journey of life-long learning.
Most of them were very honest with what they believed they deserved. I agreed with them all. It felt like a community of learners.
I told the students I was just practicing and I hoped to learn as much from them as they did from me; I believe they respected that.
I had one student perform spoken word poetry before we dove into that section of the unit, and he was fantastic. If we are able to make what we teach relevant to their lives, and their prior knowledge it will better engage them in the subject matter.
Students may become more open to learning a theme in a novel simply because it pertains to their own life or something they have experienced in their lives.
I told him poetry is just like rap music and that seemed to help him connect better to the lesson. The problem was that I did not have enough time to work individually with students.
Newcomers wrote about their homes in Pakistan contrasting to their homes in Canada. CR A CR A CC A AR A We have discussed and viewed five poems throughout this unit.
Next week will be my last few days in the school when I will be available to help. The poem is unique and original. The ideas are insightful and creative.
The writing is clear and concise. The stanzas flow smoothly from one to another. There is a clear beginning, middle, and end to the poem.
The writer successfully incorporated a theme to identify their place in Canadian society. The poem hooks the reader or audience successfully.
There is passion in this poem that continues throughout the duration of the poem. There is clear use and evidence the writer has incorporated several literary devices.
The literary devices are used appropriately and effectively. There is a clear element of passion put into this poem. It effectively hooks the reader or audience.
The poem is unique and original and the writing is clear and concise. The poem hooks reader or audience but not for the entirety of the poem.
There is evidence of the incorporation of a few literary devices that are used appropriately and effectively. Ideas are scattered and unorganized.
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