5.26.2007
5.25.2007
The Trip Back '07 - Day 2
And so the Driving Begins - Oh Yeah! (0:41)
Our First Interchange - Talk About the Matrix Reloaded! (0:37)
Tallahassee Krispy Kreme - I new you were Brothers! (0:49)
Pensacola - Sexy and Single! (0:08)
Mobile - Oh Sh*t! (0:12)
Bridge Over Louisiana - Sucka!
The Cabin - Before!
The Cabin - After!
Lake Charles - A Very Concerning Turn of Events!
Houston - Fiesta Tiempo!
Our First Interchange - Talk About the Matrix Reloaded! (0:37)
Tallahassee Krispy Kreme - I new you were Brothers! (0:49)
Pensacola - Sexy and Single! (0:08)
Mobile - Oh Sh*t! (0:12)
Bridge Over Louisiana - Sucka!
The Cabin - Before!
The Cabin - After!
Lake Charles - A Very Concerning Turn of Events!
Houston - Fiesta Tiempo!
5.24.2007
The Trip Back '07 - Day 1
These following links are a few audio recordings of Diran and my trip back to California from Florida. I hope to update this everyday.
Layover in Phoenix - Thank You Aunt Mary!
Arrival into Tampa/Saint Pete!
Good Food In Tampa - part 1 of the going away festivities!
Good Will and Good-Bye - part 2 of the going away festivities!
Layover in Phoenix - Thank You Aunt Mary!
Arrival into Tampa/Saint Pete!
Good Food In Tampa - part 1 of the going away festivities!
Good Will and Good-Bye - part 2 of the going away festivities!
5.22.2007
5.21.2007
Toto's Logical Syllogism - 80s Music in Review
Premise 1: It's not in the way that you hold me
Premise 2: It's not in the way you say you care
Premise 3: It's not in the way you've been treating my friends
Premise 4: It's not in the way that you stayed till the end
Premise 5: It's not in the way you look or the things that you say that you'll do
Therefore, hold the line, love isn't always on time, oh oh oh!
Premise 2: It's not in the way you say you care
Premise 3: It's not in the way you've been treating my friends
Premise 4: It's not in the way that you stayed till the end
Premise 5: It's not in the way you look or the things that you say that you'll do
Therefore, hold the line, love isn't always on time, oh oh oh!
5.12.2007
My Critique of Behavior Psychology
Certainly, if you put meat through a grinder, you'll get ground beef. However, that doesn't mean that the essential state of meat is ground up.
5.05.2007
Ladies and Gentlemen, The Parts of Speech!
Noun – is a word used to name a person, place, thing, or idea. A noun can be a proper noun or a common noun.
Examples:
George Washington, Charlotte Bronte (people, proper nouns)
man, woman (people, common nouns)
Maplewood Park, Chicago, Illinois (places, proper nouns)
playground, town (places, common nouns)
baseball bat, tennis ball (things)
independence, freedom (ideas)
Pronoun – is a word that replaces a person, place, thing, or idea. Pronouns can act as subjects or objects, and some can show possession.
Examples:
I, you, he, she, it, we, they (nominative case, can act as subjects)
me, you, him, her, it, us, them (objective case, can act as objects)
my, mine, your, yours, his, her, hers, its, our, ours, their, theirs (possessive case, show possession)
Adjective – is a word used to describe, or modify, a noun or a pronoun. An adjective describes “what kind,” “which one,” “how many,” or “how much.”
Examples:
the brown dog (Which dog?)
the colonial house (What kind of house?)
the two cars (How many cars?)
She is blonde. (What kind of hair?)
He is tall. (What kind of height?)
Verb – is a word that shows action or that indicates a condition or a state of being.
Examples:
I run. Polly talks. The boys eat.
I am sick. She is tired. The people are free.
Note: It is best to use strong action verbs that paint a vivid picture in the readers' mind (e.g. race, waddle, chomp). The verb "to be" (e.g. is, are, was, were...) is not descriptive, so requires the use of adverbs.
Adverb – is a word used to describe, or modify, a verb, an adjective, or another adverb. An adverb describes how, when, where, or to what extent the verb performs.
Examples:
I run fast. (How fast do I run?) The boys are eating now. (When are the boys eating?)
I am very sick. She is extremely tired. The people are finally free. (These examples all show to what extent the verb performs.)
Preposition – is a word used to show a relationship between a noun or a pronoun and some other word in the sentence. Prepositions often show direction, location, or time.
Examples:
in the morning, up in the sky, down south, in a minute, at 2:00 p.m., before bed, by my side, without a doubt, over the hill, after school, through the door, across the street, around the world
Conjunction – is a word that connects other words or groups of words to each other. There are three types of conjunctions: coordinating, subordinating, and correlative.
Examples:
Steve and Sally are going to the store. (coordinating)
Sally is going to the store because she likes Steve. (subordintating)
Sally likes Steve whether he likes her or not. (correlative)
Interjection – is a word used to express emotion that has no grammatical relationship to other words in the sentence. Interjections should be used sparingly and usually only belong in narrative dialogue.
Examples:
Uh oh, I made a mistake!
Oh no, I forgot to call Jane!
Well, what are you going to do?
Examples:
George Washington, Charlotte Bronte (people, proper nouns)
man, woman (people, common nouns)
Maplewood Park, Chicago, Illinois (places, proper nouns)
playground, town (places, common nouns)
baseball bat, tennis ball (things)
independence, freedom (ideas)
Pronoun – is a word that replaces a person, place, thing, or idea. Pronouns can act as subjects or objects, and some can show possession.
Examples:
I, you, he, she, it, we, they (nominative case, can act as subjects)
me, you, him, her, it, us, them (objective case, can act as objects)
my, mine, your, yours, his, her, hers, its, our, ours, their, theirs (possessive case, show possession)
Adjective – is a word used to describe, or modify, a noun or a pronoun. An adjective describes “what kind,” “which one,” “how many,” or “how much.”
Examples:
the brown dog (Which dog?)
the colonial house (What kind of house?)
the two cars (How many cars?)
She is blonde. (What kind of hair?)
He is tall. (What kind of height?)
Verb – is a word that shows action or that indicates a condition or a state of being.
Examples:
I run. Polly talks. The boys eat.
I am sick. She is tired. The people are free.
Note: It is best to use strong action verbs that paint a vivid picture in the readers' mind (e.g. race, waddle, chomp). The verb "to be" (e.g. is, are, was, were...) is not descriptive, so requires the use of adverbs.
Adverb – is a word used to describe, or modify, a verb, an adjective, or another adverb. An adverb describes how, when, where, or to what extent the verb performs.
Examples:
I run fast. (How fast do I run?) The boys are eating now. (When are the boys eating?)
I am very sick. She is extremely tired. The people are finally free. (These examples all show to what extent the verb performs.)
Preposition – is a word used to show a relationship between a noun or a pronoun and some other word in the sentence. Prepositions often show direction, location, or time.
Examples:
in the morning, up in the sky, down south, in a minute, at 2:00 p.m., before bed, by my side, without a doubt, over the hill, after school, through the door, across the street, around the world
Conjunction – is a word that connects other words or groups of words to each other. There are three types of conjunctions: coordinating, subordinating, and correlative.
Examples:
Steve and Sally are going to the store. (coordinating)
Sally is going to the store because she likes Steve. (subordintating)
Sally likes Steve whether he likes her or not. (correlative)
Interjection – is a word used to express emotion that has no grammatical relationship to other words in the sentence. Interjections should be used sparingly and usually only belong in narrative dialogue.
Examples:
Uh oh, I made a mistake!
Oh no, I forgot to call Jane!
Well, what are you going to do?
5.02.2007
Four Paragraphs to the Last Four Seasons
As my final semester of the credential program comes to a close, I have been thinking about my experience as a whole. For the most part, I have not really enjoyed it. It was extremely difficult. However, I will say that I have learned an incredible amount in a very short time. The program has enhanced my abilities to write lessons and assess learning. It has taught me how the effects of culture and politics play out in schools and about the necessity of including literacy in art education. I cannot begin to numerate the ways I have learned from my daily interaction with students at the school site.
My growth as a teacher has been substantial, although not pleasurable. I suppose that real growth rarely is easy, but I doubt I would be able to sustain the rigorous schedule of the last two semesters. I am afraid that if teaching is even more difficult than the credential program, I may not be “cut out for it.” I am hopeful that it will be easier in many ways and difficult in different ways than the program has been.
The only area that I feel unprepared for is the beginning of next year. I have been told that the first few weeks with the student are the most important of the year. They set the stage and mold the temperament that the class will have for the rest of the year. Simply being aware of this situation is no consolation to me because I know of so many other things in the dynamic world of teaching that cannot be told, but rather, can only be shown. I have never been shown how to begin a school year.
This year comes to a close and with it the term of my continuous education. Now I can begin the process of learning in adjunct to a whole new set of responsibilities. I am excited, but also wary. Like a ball player before the beginning of the game, I wait in great anticipation. Let the learning begin.
My growth as a teacher has been substantial, although not pleasurable. I suppose that real growth rarely is easy, but I doubt I would be able to sustain the rigorous schedule of the last two semesters. I am afraid that if teaching is even more difficult than the credential program, I may not be “cut out for it.” I am hopeful that it will be easier in many ways and difficult in different ways than the program has been.
The only area that I feel unprepared for is the beginning of next year. I have been told that the first few weeks with the student are the most important of the year. They set the stage and mold the temperament that the class will have for the rest of the year. Simply being aware of this situation is no consolation to me because I know of so many other things in the dynamic world of teaching that cannot be told, but rather, can only be shown. I have never been shown how to begin a school year.
This year comes to a close and with it the term of my continuous education. Now I can begin the process of learning in adjunct to a whole new set of responsibilities. I am excited, but also wary. Like a ball player before the beginning of the game, I wait in great anticipation. Let the learning begin.
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