leaving las vegas - o sole mio

i arrived in vegas saturday morning around 9am, waited for eli’s flight to arrive, and then we headed to our hotel. we were both so completely exhausted that we decided to take a nap for a few hours until we had to go to dinner. we end up eating at a really good brazillian steakhouse inside the mirage and i ordered my first drink in vegas, which was a huge fruity rum drink that had 1/2 of a pineapple hanging off the side hahah after dinner we went to see cirque de soleil “o” performance at the bellagio hotel. that show was so amazing! after cirque we went to the venetian where we took a gondola ride, where our gondolier sang “o sole mio.” loved it!
we met up with our friends chris, jason, nathan & nick and headed to the palms. we ended up drinking there and at the rio until about 8am sunday morning. again we slept until about 4pm, headed to the affiliate summit meet-up which was pretty much dying out so we chatted until we had to be at the palms g suite for the copeac party. it was nice to see my friends that i haven’t seen in way too long. from 7-9 we all hung out in the g suite then headed to ghostbar. monday we met up with jason & nathan for lunch @ the rio and walked around the summit booth area for a little while. i’m glad eli got his skateboard we headed to the airport at 4 and both of our flights left at 6pm. my flight almost got cancelled due to weather but luckily we made it out on time, cause that would really suck if i had to stay another night in vegas…………

Building Geographic Understanding with Elementary Students

“Analytical Overview of”

Building Geographic Understanding with Elementary Students

By Andrea Schoemaker

Gwendolyn Thompson’s article recounts her experience with her third grade class over the course of one school year.  She realized they had difficulty grasping the abstract concept about the actual size and shape of the world.  The students appeared to have no idea where continents and oceans were located even though they had seen many maps drawn on a flat surface. The idea of building an entire globe within her classroom came to her suddenly at the start of the school year.  With the help of a young geology student attending a local college, she was able to begin with a large beach ball hung from the center of her classroom.  Students took ownership of this globe through suggestions on how to build it from the inside of the earth out.  As she explained the history of the globe and it’s earliest formations, the students reflected that lesson by painting the earth with hot brilliant colors to reflect the heat of the early planet Earth.  As the year progressed,
Ms. Thompson introduced lessons on further formation of the Earth.  At this time students began to paint the globe again.  Scope and scale on a map is a difficult concept for children.  Ms. Thompson began with a fun scavenger hunt-type map on which students mapped the path of a lost ant.  They realized that these early maps must have some sort of key in order for others to understand it.  That led to more sophisticated mapping of locations within their own school.  Once again, Ms. Thompson taught a lesson on the further formation of the Earth, and students began to make suggestions as to how they may depict continents, mountain ranges, and oceans.  The students’ conception of that large globe was further enhanced when Ms. Thompson added latitude and longitude strings.  The children began to have conversations about how large bodies of water actually were on this globe.  When they began to use peanut shells and placed all mountain ranges, glitter where deserts would be, and silver paper as lakes, these conversations became animated.  They truly realized the size and locations of some world landmarks.  Throughout the year, the globe remained in her room and was viewed by many parents and staff members.  Our author reflected that this approach had caused the children to truly internalize this lesson.  Students leaving her classroom in the spring remarked that they never thought of the globe as round and would always recall this project. 

Making a large globe and hanging it in the midst of a classroom is an ingenious idea.  Ms. Thompson makes a convincing case that children truly learn when it is totally interactive with their lives.  From the painting of bright colors to represent the early formation of the Earth to the extensive time spent painting the oceans, students really understood the vastness of such locations.  The ownership they showed by suggesting peanut shells for mountains and glitter for deserts made it truly their globe.  Scale and symbols on maps are difficult concepts for 8 year olds to understand and yet they began to create maps and create keys for those maps.  The latitude and longitude strings, although simple in concept, allowed students to place continents accurately where they really exist.  Her discovery method was very rewarding as she watched her students transfer that information from continent to continent.  Those students are obviously able to conceptualize any map presented to them in the future. 

I think this project would be very fun to try.  By being able to create their own globe, these students made a personal connection to their learning experience.  Using this method, it makes it collaborative, inventive, and interactive, which best educational practices are encouraging.  I would love to visit Ms. Thompson’s classroom and see what else she has created since this article with her discovery method since the article’s publication in 1999!  I can envision rivers being depicted by tin foil or snow with cotton balls placed on top of the peanut shells.  If Ms. Thompson was a colleague of mine, I would love to collaborate on science projects with her.  Many elementary students feel that teachers do not spend much time on science projects as they are time consuming and require much preparation.  Ms. Thompson appears to be a teacher who would have no problem creating a small mess in her classroom to make a big impact with her students.  I wonder whether these class created globes exist today or whether she has allowed students to take them out of the classroom.  It appears that Ms. Thompson did not create a pen and paper test to assess this project, and yet I wonder how she graded individual efforts within this class.  I do think the globe creation added tremendous relevance to what might have been a mundane study of flat maps on the wall of a classroom. 

One-way street should help student, vehicle traffic near Denkmann School

        This article discusses the recent approval by Rock Island Alderman of a special ordinance making some streets and avenues around Denkmann elementary school one ways during certain times of the day.  Traffic tie-ups at this school and dangerous crossings for children have caused this ordinance to be necessary.  In addition, there are no sidewalks on many streets adjacent to Denkmann and not all drivers are aware that children may soon be darting into their paths.  It seems that voluntary traffic patterns that the school requested were not being observed around the elementary school, and some parents were simply letting children out at dangerous location.  This has worked well at other grade schools in the area and allows a large number of cars to enter and exit quickly. 

            It seems so simple to me that parents would follow voluntary traffic patterns and yet human nature tells me that people get in a hurry.  I don’t believe anyone would purposely endanger his or her own child or other children.  Yet, distractions occur for drivers at the very moment when a child would run into the path of an automobile.   I congratulate Rock Island on being proactive on this very simple issue.  I attended a grade school which dismissed minutes away from the local high school and many businesses.  There were many times when students could have been hurt, and there was one student who was hit by a car crossing the main road in front of the school.  If these new traffic patterns are observed consistently and enforced by police, parents and caregivers will routinely do the right thing.  There will always be the few people who don’t care that there are rules in place and will want to find the easiest or fastest way to speed through their day.  Every school should take a hard look at their own traffic patterns and see if safety of children is the primary concern as it should be everywhere.

paging mr herman - a favorite thing

they don’t make ‘em like this anymore! i have always been a pee wee herman fan. i even own pee wee’s playhouse on dvd don’t hate.

enclave chicago

friday night i drove up to chicago to do some club promoting at enclave. i met my group of friends (derek, carlos, blair, katie, amanda, leo) at the pre-party at carlos’ condo off of navy pier. wow, what an amazing place..the view from his living room looks onto navy pier and you can watch the lighted ferris wheel as you play call of duty carlos’ roommate spun on the tables as we had some drinks before we headed to the club. our group was going to be rolling in there about 50 deep so when we got to the club we immediately got upgraded to 2 more tables and put right next to the dj booth. as people started arriving we ended up going through about 7 bottles of greygoose! i must say, enclave is one of the funner clubs i have been to. the energy in that place was so amazing, and everyone was really cool.

Indian Season in American Schools

“Analytical Overview of”

Indian Season in American Schools

By Andrea Schoemaker

            Jack Weatherford’s article, Indian Season in American Schools, explains how well meaning teachers across America attempt to teach lessons in the fall of each school year about Indian culture.  He feels these well meaning teachers do not accurately portray the American Indians as they lived when European settlers came to their shores.  Weatherford states that the Indians had a profound effect upon the settlers and not the other way around.  By demonstrating a varied diet and traditional Indian government, the Indians drastically changed the culture of the European settlers.  The author notes that the previous diets of these settlers were very bland vegetables until the Indians introduced them to wonderful new ways to prepare meat and vegetables.  In addition, the Indians were adept at fashioning weapons to protect their homeland.  They did not care to venture into the ocean and were quite happy to remain on their lands as farmers.  As stated in the article, “60% of all the food crops grown in the world today” came from the Indians of the Americas.  Little has been told to American school children about the variety of ways that Indians prepared tomatoes into dishes resembling chili or pizza.  Seasonings were cultivated and preserved.  The Thanksgiving story is a bit untrue as corn was not a staple in the diet of the European settlers.  They did however feed it to their animals and improved their own food supply.  A form of potato was also introduced and was widely utilized.  Even today the products of the American Indians derived from corn, cotton, tobacco, peanuts, and potatoes are marketed throughout the world.  Indian cultures in the remotes areas today are cultivating crops which may feed the world tomorrow. 

            Furthermore, Weatherford feels we owe a debt of gratitude to the Indians for our entire system of government.  A chief from the Iroquois league of Indians suggested as early as 1744 that the colonies unite.  It was Benjamin Franklin who repeated his words at the first meeting of colonies.  John Hancock wrote a speech which was taken back to the Iroquois chief asking for their help during the coming war with Britain.  Those Indians were instrumental in helping the colonies become free.  When independence came in 1776, representatives of that tribe attended the Philadelphia meeting.  Franklin had observed Iroquois laws which even supported female suffrage and the founding principals of our constitution.  The word “caucus” is an Algonquin term which means decision making.  That word describes the American nomination system for political candidates in some states.  Thus, Weatherford makes his case that Indians have had a tremendous effect on the history of the United States.  The entire idea of liberty and the rejection of slavery come from the Indians.  Visitors to Washington D.C. today can still see the influence of Indian carvings in marble buildings. 

            In addition to giving new foods and political systems, many medicines were given to settlers by the Indians.  Much of our modern language, math, and scientific concepts come from Indian influences.  Thus, the American Indians were much more influential on the European culture than were the Europeans upon the Indians. 

            Mr. Weatherford makes a great case for changing the approach many teachers take in the teaching of American Indian culture.  The lists of accomplishments in food preparation and cultivation are seldom taught in any American schools.  Previously most students were taught how to make a pilgrim hat or a turkey feather and assume that they had studied Indian culture.  However the author’s informative article vividly describes how inventive the Indians were with food. They took their staples of corn and tomatoes and built them into wonderful dishes.  The variety of spices that they were familiar with and used in cooking goes back many years.  The Indians inventively used potatoes and learned how to grow crops in even the harshest climates.  They were a people who could feed themselves unlike the European settlers who came to their shores.  It does seem obvious then that the same products that they raised such as corn and cotton are so plentiful even today and exported by American farmers today.  It is fascinating that there are still Indians in South America that are growing crops under very difficult conditions.  These grains grown once the Incans maybe become the staple of millions tomorrow. 

            The tremendous influence of the Indian system of government upon the colonists was amazing.  Weatherford’s knowledge of specific chiefs and tribes who contributed suggestions and attended meetings cannot be ignored.  It is sad that more American students are not learning what a huge impact these Indian leaders had upon our system of government.  Without the help of some tribes, we would probably have been defeated by the British during the revolutionary war.  Had the colonists listened more attentively when the Indians described liberty we would never had fallen into the trap of becoming slave holders.  In addition, the huge influence of Indians upon the medicine, scientific, and mathematical fields also cannot be ignored.  The author wishes readers to educate themselves and others in the understanding that the Indians were huge contributors to the current American culture. 

            Overall, I think Weatherford’s article should become a must read for any elementary school teacher.  Personally, I would be embarrassed to have my students make pilgrim hats and colorful turkeys and call it a lesson on Indian culture.  The inventiveness of the American Indians and their ability to survive and flourish agriculturally was so informative.  I cannot help but wonder what would have happened to those Europeans had the Indians simply ignored them rather than coming to their aide.  The sense of reason that the Indians had in government is so logical.  The Indians believed in the concept of voting and democracy.  Chief Canassatego of the Iroquois was able to bring peace among squabbling colonists over state’s rights.  The Indians were so adaptable in producing medicines when needed.  First attempts at astronomy and an accurate calendar also came from the Indian culture.  I think that it is so important that teachers alter lessons to reflect more than the traditional Thanksgiving turkey project.  Weatherford’s guidelines for choosing new textbooks which include American Indian history should be a mandate for all schools.  The list is complete and accurate listing of concepts that should be considered when choosing a text.  I found this article so interesting because most of these facts were never included in my own textbooks growing up. 

thank you they are beautiful ;)

happy valentines day bitches!

here’s my bondage barbie that i received as a gift that i thought i would share with all of you.

nothing says “i love you” quite like rope and a ball gag…

my theory of education - by planetandrea

I believe there is no limit to learning.  As a lifelong learner, I am excited to utilize my own interpersonal skills soon in the classroom.  I also know that an attentive teacher can spot opportunities to assist individuals through additional instruction or positive feedback.  Students may not achieve full expectations simultaneously but at various paces and styles. 

Former First Lady of the United States and current Presidential candidate Hillary Clinton told Americans, “It takes a village to raise a child.”  Actually, the real importance of this statement is in a lesser known part of her quote, which goes on to say, “I’m obviously not talking just about or even primarily about geographical villages any longer, but about the network of relationships and values that do connect us and binds us together.”  Schools today are given the arduous task of educating students who come from affluence to poverty, homelessness, and a variety of social ills.  The school and the classroom become the village binding students together through caring attitudes of conscientious teachers.  Regardless of socioeconomic or cultural factors, schools and classroom teachers can still influence learning and impact even the most discouraged student.  The ability to interact with diverse learners is a day-to-day challenge but can be accomplished by differentiating instruction for students within a classroom.  Some students may need additional instruction to internalize the concepts presented or may need additional strategies and encouragement.  However, through dedication and perseverance a teacher can gather her “village” of learners into a mutually cooperative community.  Most teachers should expect to be asked to work with large and small groups as teacher, co-teacher, facilitator, or mentor to my students.  Even if a student must return to a less than desirable home life at the close of the school day, I believe we must do our best to give that child a safe haven and nourish him physically and mentally in the hours we share with him or her.

Many students learn quickly and enjoy school assignments.  Yet, sometimes students come to us discouraged with diagnoses indicating much difficulty in past classroom accomplishments.  The job of the teacher is to believe that these students can also be reached through a variety of methods which may involve visual, auditory, and kinesthetic activities.  Thus, a supportive teacher who is willing to go the extra mile for her students before and after school, through parental contacts, and supplemental materials can support the learning for all of her students.  

Teachers that have good interpersonal skills and communicate well with adults can certainly do so with children.  I believe students come to school expecting lessons that are challenging and interactive.  The schoolroom of the past with lengthy teacher-centered lessons and lectures are simply not viable today.  The technologically adept students today need variety and stimulating lessons which require thought.  Teamwork and collaboration are excellent ways to motivate students.  Classrooms that are setup for cooperative learning logistically will enhance learning.  A system of rewards may further learning as students are always responsive to positive re-enforcement.  Avoiding negativity is crucial to help students develop positive self-esteem.  Motivation can best be achieved through a constantly interesting and challenging set of assignments. 

what keeps me going

i have really been blessed with the people who have come into my life in the last month.  i’m not a religious person, but i used to be.  certain events happened in my life that made me question faith and God.  i’ve always thought of myself as a loving, giving, and kind person with a good heart.  in the last week, 3 different people have approached me and began a conversation about religion and people being lost but finding their way back.  it seems as though someone is trying to get my attention.  you have it.

my professors this semester have been nothing but awesome.  i feel very comfortable sharing my concerns with them about difficult assignments, and they are very willing to help.  dr isele even offered to meet me at steak n shake at 3am to discuss history standards as they pertain to researching family heritage.     i look forward to being a teacher someday, or at least making a difference somehow in a child’s life.

“Remember that there are multiple classes of children in your future just waiting for their teacher to come into their lives and smile back!”  - Professor Isele

well, tomorrow is valentines day and i will be working until around 9.  my friend steve and i decided that we are having a anti-valentines day night (since we both do not have dates) drinking beer and watching espn at a neighborhood bar after i get off work.  nothing like hanging out with the guys on the most romantic day of the year lol

my mom has been recording old family vhs tapes from christmas and other events onto dvd, so hopefully soon i’ll find some good video of me with a serious mullet and leg warmers dancing to debbie gibson and riding my strawberry shortcake bike with the awesome handlebars.