Hitting
the Wall
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| [Photo from: www.writingishard.wordpress.com] |
For
marathon runners there is a point in the race when the runner will experience
what is called “hitting the wall”. Generally this happens around mile 20, and
it is when the body has used up all its energy available. It is at this point the runner’s
determination to finish kicks in because everything in the body is telling the
runner to stop. In the past few weeks, I have felt as if I have “hit the wall”.
I have had several periods of writers block and have had to deal with fatigue –
both physically and mentally. Even
though my body and mind are tired and they want to stop, I keep reminding myself
that I only have 6 miles to go. My determination is still going strong! In a
marathon you cannot always see the finish line, but you know it is just ahead,
so you keep pressing forward towards your goal. I know the finish line is ahead. I have worked
past the periods of writers block and have made significant progress on my
assignments.
Action
Research and DSIL
Earlier this month, I was able to compile all my data
from my action research project in order to analyze and develop my
findings. I do wish I had more
information to include in my report especially when it came to the teacher
data, but I am thankful for the information I was able to collect. I have completed the following sections of my
action research project: data analysis, findings, discussion, and limitations. The
parts that remain are completing my conclusion and the final parts of the
abstract. My goal is to complete these two final parts no later than Tuesday of
next week so that it can be submitted for peer review.
I was able to complete my digital showcase of innovation
and leadership (DSIL) during this time frame which included corrections from
peer reviews. The time spent in developing the DSIL increased my confidence in
creating and developing webpages. I look forward to using this technological tool
in the future as an educator.
Volunteer
Work
My volunteer work at Mesa Elementary included vocabulary
instruction with third and fifth grade groups. During my action research project
with the students we covered 5-6 vocabulary words each week. The staff said I
could continue to work with the students in the area of vocabulary; therefore,
I chose to covered affixes with the students. I made up an activity similar to
the game Boggle. The students were given a specific suffix or prefixes and its
meaning, and they had to come up with a word using the suffix or prefix. Next,
the students shared their word and if no one else had their word, they got a
point. I felt it was important that the
students understand what the meaning behind the prefix and suffix so they are
able to break down words and understand their meaning. One example was the suffix ‘er’ or ‘or’ which
means ‘one who’ such as painter or runner.
Another suffix ‘er’ is comparative such as bigger or smaller. The students really had to think about the
word they were coming up with to ensure that it matched the meaning given with
the suffix. The students had fun with this activity, and I believe it will
benefit them as they continue to develop their vocabularies. The students really enjoyed the game and
being creative with words. Since the
game included discussing the meaning of the suffix and prefix this will help
students decipher English words in the future.
However, due to TCAP testing, there have been no RtI groups the past two
weeks. I have missed the time that I usually spend with these students.
Home
Education
The past two weeks our science and geography lesson have
focused on the Pacific Ocean and the Hawaiian Islands. This is in preparation for
our upcoming adventure School at Sea. The children focused on reading books,
painting or drawing pictures, studying geography, and writing which all related
to what they learned about the Pacific Ocean, Polynesians, and the Hawaiian
Islands. Next week, the focus will turn to studying volcanoes with hopefully
the opportunity to create a volcano as part of a science experiment.
In addition, we
were continuing our science study about gas, liquids, and solids. The children participated in science experiments
which included: making milk goop (casein), making goop, making slime, and
making a bouncy ball.
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| [Creating slime] |
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| [Creating casein] |
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