Tria J. Hong
Professional Profile
Eager to create a wonderful environment for students by using a unique combination of experience, education, and natural ability.
English/ Language Arts interdisciplinary Facilitator
• Plan and conduct activities that promote various learning experiences.
• Facilitated a variety of hands on activities based on the ability level of the student.
• Provided emotional well being of the students by exuding a positive attitude with lots of understanding and patience.
• Dedicated to enthusiastic and dynamic teaching as a means of creating and nurturing a lifelong love of knowledge in children.
• Developed innovative ideas to the curriculum to instruct individual students, small groups, and classes of 30 or more students.
• Commitment to high professional standards, including professional growth, and high ethical standards, including adherence to general rules of safety, procedures, and fair labor standards.
• Used centers for math, science, social studies, art, and writing to complement the child-based hands-on curriculum.
• Created lessons that involved cooperative learning, language experience approach, hand-on/ minds-on experiences, and interdisciplinary teaching.
• Implemented a positive discipline plan that promoted student responsibility, problem solving skills, and student accountability.
• Established comfortable, student focused to-way communication.
• Ensured appropriate assessment methods by reviewing numerous techniques, and being aware of each student’s comprehension and understanding of the material.
Education, Honors, and Certifications
PA Professional Teacher Certification – English 7- 12
Full Sail University
Educational Media Design and Technology MS, Winter Park, FL. 2011
University of Maryland- at Baltimore County
English BA, Secondary Education, Baltimore, MD. 2001
Catonsville Community College
Human Services AA, Catonsville, MD. 1997
Key Qualifications
Certified in school age education (7-12) and trained in implementing various technology into the classroom instruction/ lesson.
Plan and instruct subject area using a wide variety of teaching aids, motivational and implementation strategies to engage students in active learning.
Incorporate learning modality principles into classroom and individual instruction. Develop and conduct diversity instruction.
Implement technological approaches to subject material/activities.
Special Accomplishments and Additional Skills
• Dean’s list
• Semester Academic Honors
• Participated in a program to keep disadvantaged youth off the streets
• Graduated from the new Teacher Induction program of Pennsylvania
Employment
Central York Middle School York, PA 2007- Current
Teacher
• Details listed under professional profile.
Edgar Fars Smith Middle School York, PA 2006- 2007
Long-term Substitute
• Details listed under professional profile.
Dr. Roland N. Patterson Baltimore, MD 2005- 2006
Teacher
• Details listed under professional profile.
Best Academy, Celebree Learning Center, Owings Mills High School Randallstown, MD 2004- 2005
Teacher- Tutor, Group Leader, Senior Staff, and Substitute
• Details listed under professional profile.
First Baptist School of Laurel York, PA 2001- 2004
Teacher
• Details listed under professional profile.
Oakland Mills Middle & High School Columbia, MD 2000- 2001
Student Teacher
• Details listed under professional profile.
UMBC Financial Aid Office Baltimore, MD 1998- 2001
Peer Counselor
• Assisted in preparing students financially for college, reviewed students files, counseled students, assisted in files/record keeping, provided excellent customer service, “keeping task”, and transacted loan transmissions.
CCC Childcare Center Catonsville, MD 1995- 1997
Teacher’s Assistant
• Assisted in creating a safe, comfortable, and fun learning environment for children ages 6 weeks to 6 years old.
• Prepared children for breakfast, lunch and snack, assisted with play activities indoor and outdoor, read stories, ensured their rest (naptime), maintained discipline and order/appearance of the classroom.
• Assisted in implementing indoor and outdoor activities and education lessons.
Wednesday, October 5, 2011
Thursday, June 23, 2011
Wk4 Publishing Leadership Project
My plan for publishing my CBR project involves choosing between two educational technology journals. I am also pondering presenting at the Pennsylvania Educational Technology Expo and Conference. My methodology is project based learning in my home school and I incorporate technology as much s I can. I feel these are the best choices for submission. My first choice is Journal of Education Technology and Society (ETS) that is a quarterly journal that in the months on January, April, July and October. The articles presented in the journal deal with the issues developers of educational systems and educators who implement and manage such systems in the field of education. I chose this publication because it seeks to create a better understanding for the roles of the developer and the educator in the educational technology system and support one another.
My second choice is The Journal of Educational Technology Research and Development (ETR&D), is the only scholarly journal that focuses entirely on research and development in educational technology. It is a bimonthly publication of the Association for Educational Communications and Technology. I chose this publication because it sole ideas are concerning the one topic that I want more information and awareness on which is educational technology. The sources on how to best implement it is the challenge that I will always be researching. The publication is concerned about the design and development of learning systems and educational technology applications.
I am pondering the Pennsylvania Educational Technology Expo and Conference because I am very fearful of speaking in public to crowds. However, because it is so close to home and I feel I may be making a mistake in closing all of my options because of fear. It seems like being in person to speak and learn is more opportunistic than article submission. Time will only tell for in my decision making.
http://web.me.com/triajamel/Site/Blog/Entries/2011/6/15_Month_11_“Think_Out_Loud_”_1.html
http://web.me.com/triajamel/Site/Blog/Entries/2011/6/22_Month_11_“Think_Out_Loud”_2.html
https://files.me.com/triajamel/h8wrm8
Wk4 Comment Two
LAUREN SCHNECK COMMENTED:
This week the reading really resonated with me and for the first time I was not at all skeptical of what I was reading. I do really believe that we all have something that we can "pay forward" so to speak, to someone else. No matter how boring or untalented you are, or feel that you are, there is something good that you can pass on to at least one other person. I totally agree with that sentiment and I think everyone else should as well. When it comes to teaching children giving them that spark of possibility is so important because something so small can be so very motivating to a child. I think that teachers need that spark of possibility even more than children in some cases because so many of them are jaded and cynical after years of experiencing let downs. I think that if I can inspire teachers to the realm of possibility with technology I will be successful.
I also agree with the notion that no matter what the circumstance, either how good or bad, my choices dictate my experience. I can choose to have a good attitude and make the most of what I am given or I can squander the possibilities at my disposal. This is true for a janitor and an administrator. Both can make the most of their environment or be very unproductive. No one is holding any of us back from using our full potential but ourselves.
Sharing inspiration is a hard one sometimes, because a lot of inspiration has to begin from within. I think that communicating the effects of inspiration is the best way to get others to find inspiration for themselves. Blogs, wikis and presentations are the best ways for me to share inspiration in my environment. Hopefully with those means of communication I can foster inspiration in others.
The last chapter hit on something that I really love doing and I have been able to do successfully, and that is tap into someone else's talent and make something better together than we could have apart. Fortunately my husband is that someone else! My husband is an awesome programmer who makes mobile applications for iphone, android and windows. He works for a very innovative company that is doing great things with the mobile platform and we have had the privilege of working together on many things. I have done some filming and video editing for his company that was incorporated into iphone and ipad apps. He trusts my creativity and instincts and I rely on his expertise to deliver the best product that I can. I love working with him and he and his co-workers inspire me very much to do new and innovative things. So yes, I have a WE story!
MY COMMENT:
Your "We" is nice to know. It must be very pleasurable to have the ability to share talent and ideas with one another beyond personal. The comment "No one is holding any of us back from using our full potential but ourselves," was great. It was an idea that I had forgotten and that so many of us live in. The choice, the potential, the fill in the blank is yours, theirs, and mine. Inspiration is not necessarily from within. Matter of fact I believe it usually is an outward source that helps us be driven. Everyone's inspirational source is different but can continue in a variety of ways and people. I also believe like in a story that Ben Sander shared about his father that some things you have to be there in person. Inspiration is one of those things. The more personal the better and nothing is more personal than using and tapping into all the senses.
Wk4 Comment One
J. ALX ELLER COMMENTED:
What new fun building techniques to bring in to the classroom with the new school year!
I love the idea of being the board. I've never been a "finger pointer"; I've always tried to be an analyzer. Try to figure out what went right or what went wrong. But the Zanders put it in to perspective for me with the idea that if I "blame" something on a situation or person, I lose the power or the ability to change it. When I truly become “the board” I not only remove any stumbling blocks in my way, I also present no obstacles to others.
I grew up in what my parents called the “Me Generation”. I used to think of it as a cut down, but what I am thinking now is that I am in fact part of the “Me Movement”. It is all about ME. I am the one on this journey. But I also have a “bus driver” that takes me down various roads. Each road allows me to grow if I open myself up to it. Which brings me to another amazing insight in that I am the framework for everything that happens in my life but there is something bigger than me that is the builder.
MY COMMENT:
Alx, I too think of myself as a person that never points the finger or look to who is the blame. What I want out of my students is being responsible for the actions that occur. Whether they are the lighter, the fluid, or the charcoal, I want them to see why things are the way they are and how to make it better. But being the board for me is more of a challenge in my personal life than in my professional one. Everything personal always seems to be the trial because that is when we are more relaxed and careless.
As for the positive outlook you took for your parents calling your generation "Me," I think takes you to the board and you framed it in a way that would not create a downward spiral ;)
Wk4 Reading Reflection of "The Art of Possibility" Chapters 9 - 12
Photo by Darren Robertson/ FreeDigitalPhotos.net
Chapter 9. Lighting a Spark. Lighting a spark seems like an easy enough task but I've been in a relationship for over 15 years and can not light a spark underneath my love even if it was a camp fire. In my professional life, I have lit tons on sparks. I have given words of encouragement to many coworkers. Talking to my students in ways that bring them to think, say and do things they could never have imagined. What was truly poignant in the chapter was the idea of enrollment. The story of Ben's influence and spark on the children of Eastlea Community School was very powerful. If you give people a chance to connect to be the person they can be without your judgements then maybe you can light a fire underneath them to see a world beyond their imaginations. Change comes from being changed.
Image: digitalart / FreeDigitalPhotos.net
Chapter 10. Being the Board: It’s not them. It’s not the circumstances. It’s me. It’s my choices. Trying to imagine a life where someone doesn't blame someone else seems extraordinary. But the concept and the task seems like one that will put a spark of life into a relationship I desperately have been trying to save for quite some time. Taking responsibility for your part or lack there of in situations is a wonderful tool to not feeling fearful or angry about most situations. Knowing that life is like and that your place in it is owning who your are and what you do. Sometimes the worst part of learning about being the board and all the endless possibilities is that you're alone. The fear that people exude is usually about being alone and the fight to not feel and be that way, and the utopia of knowledge kind of puts you in that place. How can being the board help me out of that?
Image: Danilo Rizzuti / FreeDigitalPhotos.net
http://www.freedigitalphotos.net/images/view_photog.php?photogid=851Chapter 11. Creating Frameworks for Possibility: The story of the little girl returning to class after chemotherapy and after the children's laughter of having a bald head, the teacher comes to class the next day with no hair giving the impression that it was the in-style thing to do. It gave the incidence a new framework/spark than the previous one. It is those stories and the idea that energy comes from the individual and that they can pass it on to others. The goal is to make yours positive ones. Even the story about the students after a concert becoming too unruly, and how Ben handled it without punishment or leading the situation into a downward spiral. Understanding that if you create a way for others to see the responsibilities of their actions through the framework of the possible positive action to be or already done, than there will be no need to make them feel guilty about what has been done.
I can use this in my daily management with my students. If I take the framework that in order not to create a downward spiral I need to create a vision for my students that embodies the possibilities for them to define themselves in a new way.
http://www.flickr.com/photos/doug88888/4562078443/
Chapter 12. Telling the WE Story: I told you it wasn’t about you. I haven't had the experience of combining my gifts with someone equally gifted. I can only assume that it would be a powerful learning experience. having the ability to give and take equally with someone would be a ground shaking experience. However I have had experiences and the pleasure of lifting up students, coworkers, family/friends, and even a stranger and enabling them to realize their dreams and exceed anything that you could have imagined. One recent incident is when I saw the potential of my students writing ability. He was a male and even though there are tons of stereotypes about males and writing, he was did not fit the bill. His writing was imaginative and full of detail. I encouraged him to continue to write and through some of my projects, he has continued the passion of writing through music lyrics and short stories.
Sunday, June 19, 2011
Wk3 Capstone Website Abstract Reflection
In creating the abstract I found a little difficulty in shortening the amount of words I can use. If you are at all familiar with my writing you will easily see that is a major issue with me. Not only did I have a trying time with condensing my literature review that I had to write within 2200 words (I think) but it took me twice as long to do that then to actually write it. However, all in all I think I was able to accomplish it well even though I used every single word for the 120 word requirement. The real kicker will be this up and coming assignment where I could write or present. What ever will I decide to do?
Wk3 Comment Two
RICHARD MALDONADO COMMENTED:
Leading from the chair, chapter 5, was an incredible chapter with regards to humility and allowing others to be in a leadership position. He even asks a thought provoking question of,"Can I see it in their eyes, posture, demeanor, are they engaged?" I have to continue to ask myself that question and not take my position as authority, but one of looking at the other chairs in the classroom and see how they can contribute to what I am trying to do. My plan is to make a box where my students can leave their suggestions and do project surveys for each project they do.
MY COMMENT:
I thought the chapter was thought provoking and action seeking as well. I think that getting feedback from the students is a great idea. I decided I wanted to use the white sheet concept to enable my students to feel more comfortable with giving their honest opinions. But what I also learned like yourself is that we become to complacent with being on the top and forget that as a leader we need to know that first, we have the attention of our followers and second, that we understand how to 'move' them.
Wk3 Comment One
REGINA HENRY COMMENTED:
How will I be a contribution today?
I try to enter the doors of our school with a smile and a good morning as I stroll through the halls passing students thinking to myself “It’s going to be a great day!” I try to assist the parents and students as much as possible. I always keep in mind that we have them for the majority of the day and for some this is a safe haven, some are caring the weight of the world on them at such a young age, and as Tricia mention “We need to give them the benefit of a doubt.” It is such a great feeling when you reach at least one and he or she comes back to visit and say, “Thank you for always being there and believing in me.” He then goes to our conference room to speak to a small group of students about his college life. This is my daily contribution.
MY RESPONSE:
Wow! It's good to hear another educator get the same warm fuzzies that I enjoy receiving as well. There is nothing like hearing from a parent that my son hated language arts before but now all he does is talk about how he loves your class. It is those moments and the ones where I learn from the student that you made my day and that it was your talk or smile that made their experience all the better.
Wk3 Reading Reflection: The Art of Possibility chapters 5 - 8
Photo from: http://media.photobucket.com/image/magic/twpit/MAGIC.png?o=3
Leading from any chair sounded like a wonderful concept. I instantly beginning thinking about ways to create the magic in my own classroom with elbow or shoulder partners. By allowing someone the opportunity to show his or her abilities creates a sense of importance that isn’t easily given in a classroom environment. I also liked that it gave me ideas on being fresh and light to my students everyday and that the dullness I see in them could be a reflection of myself. The true key that I thought would help me in that area was the white sheet. Using a tool that allows the students to provide feedback is great. It gives them a voice in the classroom. Using the white sheet method as a way to improve and learn about your teaching methods and those you teach is a great practice that I want to use.
Photo from: http://media.photobucket.com I love Rule Number 6: “Don’t take yourself so goddamn seriously.” I have always thought that about myself. I take things in life seriously but not really myself in it. There are plenty of people in my life that do a fabulous job of making it up for me that I don’t need the pleasure of doing it for myself. The Calculating Self seems to be a poignant part of being yourself that you have to look at deeply and say, “It’s not that serious.” Trying to remember Rule Number 6 in times when I want nothing but to be perfect for everyone is a hard bit to chew. But reading on I realized that I live more in the Central Self and that my desire is pleasing and making the world better for others. “When you look to people’s central selves and conduct an honest conversation, a culture form’s that is hard to resist. For the calculating self to emerge in this culture is as difficult as trying to hum a tune in B minor while the chorus around you is singing in C major.”
I always thought that settling isn’t apart of my thinking. I can’t even stay in a place for longer than seven years. I have too much drive. But in the scheme of things most people are complacent and are all too happy to complain about where they are and what they are doing and still live it day in and day out. Being as though I was never that person, it was good to read about where and why this phenomenon takes place. My place on the continuum of complacency or improving is definitely seeing the brighter side or the bigger picture. However, when it comes to people, I live in the “the way things were’ and lower my expectations hoping for a better feeling for the relationship.
Control for me has been to show people exactly what they want without being fully connected to the idea. It is showing that I have more control over my emotional well-being then themselves and that I can ultimately control my emotions no matter the situation. But I do care and that is the one emotion I give freely because most people don’t show that they care enough so there is no fear. I haven’t had my love rejected so I don’t worry about disappointment. I became a teacher because of all of the above. I care about other and want nothing but the best for them. I want people to take what I know and make it better than what I could accomplish. My passion is making a better world for those who live in it in the best way I know how. I show them that love is a muscle and that it grows stronger and stronger when you use it. And that the exercises that get from me will not only make it stronger but teach them about themselves in the process.
Zander, R. S., & Zander, B. (2000). Giving. The art of possibility (p. 26). Boston, Mass.: Harvard Business School Press.
Sunday, June 12, 2011
Wk2 Capstone Website Project Reflection
The CBR website has been a trial and error for me since day one. I try to stay on top of it but for some reason there is always something that has changed or is missing. The striking aspect of this project is that when I look at the example I always feel like I just wanted the template of it and to go from there. I lack the will to be creative. But overall, I enjoy knowing that maybe someone will see what I was able to accomplish and inspire them in some way. It is a work in progress and I see how each page is progressing every month but I wonder at how well it will look and be used in the end. In truth, the website is a vague concept to me that I hope will be clearer soon. My perfectionist syndrome is beginning to wear its ugly hat and I am weary about the time I have left to prepare. In the end, i have learned a lot about creating a web page/site for my students that I would like to implement in the near future because I see the value in creating a project that shows what you learned throughout the course. It is reflective and thorough and a wonderful benefit to use with students.
Wk2 Comment Two
Maya's Comment to the Readings of Chapter 1-4 in The Art of Possibility:
To be honest I am still unpacking this week's reading in my head, trying to assimilate it with my own philosophical view of life, the universe, and everything. (Which is not copyrighted because it is a title.) The underlying gist of the Art of Possibility, is that we are the creators of our own lives and as creators we need to make sure that we are constantly thinking outside the box of our own assumptions and that we are not "painting ourselves into a corner."
Photo from: LinkIn
In this week's readingt the author's discuss three concepts, that will assist the reader in finding their own way out of the corner/box. They are: It's All Invented, Stepping Into a Universe of Possibility, and Everyone Gets an A. Of these three concepts I had the most difficulty with the last one, as I read it, because I believe in holding people accountable for their actions, and if you are giving people an A it seems like you are giving them carte blanche. However as I read the chapter I came to understand that giving someone an A does not mean you are giving them carte blanche, it means that no matter what difficulties you might have with them that you always do your best to work with them and understand their point of view.
In general I agree with a lot of what Benjamin Zander, and Rosamund Stone Zander discuss in The Art of Possibility. I am a firm believer in the benefits of meta-cognition, or thinking about thinking for those of you who don't dig five dollar words. I am specifically talking about thinking about the way that you think about things, which can be quite difficult. I would like to think that I am more often successful than not, but it is hard to rate ones own ability at being objective.
My Response:
I like the idea or notion that is proposed through the readings in the book that you termed 'thinking about thinking.' Life should be self reflective but we don't always take the time to live in the moment and do it. There is never a time that I feel like I couldn't improve on something and in the idea that everyone gets an A then you realize that even with that grade it isn't you nor does it speak the truth. I given many A graded assignments knowing when I looked at them again that I could have changed that, or should have done this, or felt that it wasn't my best.
But yet, in the end I still received the A. Most of the time I think it is mind over matter. I feel like I'm an A student so I make As. I don't think I know how to be average, yet there are students that have received Cs most of their lives and don't do anything to get above it. My goal is to make them believe that you are what you think you are. Believe in yourself and you can make a difference in anything you put your mind into because all it takes is one.
To be honest I am still unpacking this week's reading in my head, trying to assimilate it with my own philosophical view of life, the universe, and everything. (Which is not copyrighted because it is a title.) The underlying gist of the Art of Possibility, is that we are the creators of our own lives and as creators we need to make sure that we are constantly thinking outside the box of our own assumptions and that we are not "painting ourselves into a corner."
In this week's readingt the author's discuss three concepts, that will assist the reader in finding their own way out of the corner/box. They are: It's All Invented, Stepping Into a Universe of Possibility, and Everyone Gets an A. Of these three concepts I had the most difficulty with the last one, as I read it, because I believe in holding people accountable for their actions, and if you are giving people an A it seems like you are giving them carte blanche. However as I read the chapter I came to understand that giving someone an A does not mean you are giving them carte blanche, it means that no matter what difficulties you might have with them that you always do your best to work with them and understand their point of view.
In general I agree with a lot of what Benjamin Zander, and Rosamund Stone Zander discuss in The Art of Possibility. I am a firm believer in the benefits of meta-cognition, or thinking about thinking for those of you who don't dig five dollar words. I am specifically talking about thinking about the way that you think about things, which can be quite difficult. I would like to think that I am more often successful than not, but it is hard to rate ones own ability at being objective.
My Response:
I like the idea or notion that is proposed through the readings in the book that you termed 'thinking about thinking.' Life should be self reflective but we don't always take the time to live in the moment and do it. There is never a time that I feel like I couldn't improve on something and in the idea that everyone gets an A then you realize that even with that grade it isn't you nor does it speak the truth. I given many A graded assignments knowing when I looked at them again that I could have changed that, or should have done this, or felt that it wasn't my best.
But yet, in the end I still received the A. Most of the time I think it is mind over matter. I feel like I'm an A student so I make As. I don't think I know how to be average, yet there are students that have received Cs most of their lives and don't do anything to get above it. My goal is to make them believe that you are what you think you are. Believe in yourself and you can make a difference in anything you put your mind into because all it takes is one.
Wk2 Comment One
Ishia Comments to the Reading of Chapters 1-4 of the book The Art of Possibility:
The compelling idea that stood out in reading The Art of Possibility by Rosamund and Benjamin Zander was the assignment of having students write letters into the future as a requirement for earning an A. This activity takes me to one that I do with my freshman students:
During the final week of school, I ask students to write a letter into the future that they will read as a graduating senior. I suggest that they speak about goals, reflect on the past year, reminisce or a combination of those. I promise not to read them. The Zander activity is similar. Students write to themselves in past tense about their future. But this is where a major break happens.
Whereas, my intentions are for students to set goals to measure themselves and to reflect on past experiences for self-improvement, the Zander method challenges students to see the selves they want to become in the present. Whereas, my students assess themselves for growth and change by reading their letters from three years ago, the Zander method works as a teacher/student assessment to determine which path will exact the growth needed to change now.
This gave me pause to consider that I am expecting my students to singlehandedly invent themselves based on a set of standards, when I should align with them on knocking down the barriers that block the infinite possibilities that are before them. My assignment, then, should occur 10 months earlier with a new intent on students “inventing” themselves based on their future self – validations.
In a few weeks I will be teaching an experimental writing course for incoming freshmen. One of the things that I will try is giving them an “A” and making their initial writing assignments the “A” letter and observations on “Being A Contribution.” One of the things that I most enjoyed about Film Making Principles and Gaming class was the release of pressure I felt. Kathy would assign AAA (Absolute “A” Assignments) and Dr. Dan would just have us play games. Even without the pressure, I ironically dug deeper and challenged myself creatively. I think that this can work for my future students.
My Response:
I agree with finding a method that allows the students the opportunity to be creative without the pressure of a grade. I, too, felt less strain in our film making principles class. It didn't stop the amount of effort I put into the project, but it did stop the second guessing I place in working on assignments. It provided more time based on the freedom of making an "A." I wish you success in you endeavor to find an assignment that will benefit the students as well as it seemed in the book.
Sunday, June 5, 2011
Wk2 Reading Reflection: The Art of Possibility 1-4
My first impression of the reading assignment for the book "The Art of Possibility" was "really?" I mean I am very happy that we are given the opportunity to read a book that is not at all like the traditional textbooks or assignment readings that I have experienced in the past for my collegiate experiences. But I am shocked that I get the opportunity to learn about myself in relation to my experiences in college - a self help book sort of genre. Nevertheless, the first three chapters were very enlightening.
After getting over my initial shock, I valued the use of storytelling to help me become aware of the themes or ideas the authors were presenting. Hearing the story about the water rapids and reading (but feeling like your listening) to the story she shared about hearing the mantra about "nose to toes..." and then finally being placed into a position where it all clicked was refreshing to hear from an adult stand point. I liked learning that even small instruction can be vital and helpful for adults. And that essentially my students might not have to live a full life to find value in what I teach them and those lessons can be used literally of figuratively in life.
Find the boat. My take from this statement is that in situations where you feel that you can't find your way out of the bubbling, drowning feeling that trying to be an instrumental part of life can sometimes make you feel; there is a way out ...find the boat. I only wish I knew how to tell when I am drowning or just floating beneath the surface. And when I find the boat, will I be to shallow and want to hold out for the yacht to save me?
Another chapter introduced a term or practice that was quite interesting as well by discussing all the different possibilities that we have in the world as "Its all invented." I came away with the sense that if I believe it it will come true. Even as hooky as that sounds there has been instance after instance that proves that mind usually triumphs over matter. So far this practice, even though very daunting, is the most beneficial one that I need to try to implement in my life immediately.
Giving an A was mind boggling concept for me in that we see ourselves in the reflection of others. I always thought that it was a choice. Maybe some people can see beyond those labels while most cannot. One of the better quotes from Rosamund and Benjamin Zander in the giving chapter is, When you give an A, you find yourself speaking to people not from a place of measuring how they stack up against your standards, but form a place of respect that give them room to realize themselves. Your eye is on the statue within the roughness of the uncut stone. This A is not an expectation to live up to, but a possibility to live into.
And the letters that was written in response to why the student received an A for the course was amazing. I would love to be able to try this concept in my school, but unfortunately I don't think it would go over well. But maybe for a unit or assignment ...baby steps would work. The true goal of learning is ascertaining the skill. Your optimal grade doesn't truly show how smart you are but how well you knew what the teacher wanted. I like to reach my students and make them see infinite possibilities in themselves and this would definitely help bridge that gap. We invent who we are and I want to give them the idea that we are who we make ourselves to be ...it's all invented.
"A cynic, after all, is a passionate person who does not want to be disappointed again." Realizing that there are few meaningful roles for adolescents to fill and that their yearning to have a meaningful place in this world could be fulfilled by allowing them to make a difference and by honoring the potential possibilities in them all. And I'm also glad that the author spoke to what students may do with being giving an A, which is say to themselves that they can slack off because it's already in the bag. Thus leaving us to remind them that they do make a difference because every role plays an important part ...reminding them what an A student is.
Writing this through tears still fresh on my face explains how real and touching a deeper part of me felt Roz's story about her father was ...so difficult. My father was everything that her's was and more. I looked at him as not loving me, and caring for my younger sister more. I blamed him for not loving me enough to want to see me during my childhood. And when he died of cancer three years ago, I felt so much pain from feeling deserted again. He wasn't there for me again and that left me with guilt. But reading the methods she took with the A practice, I became more hopeful for myself and the relationships I have and will encounter. I will reinvent.
In the chapter about being a contributor, there were many quotes that I copied and will try to use in life. One in particular is what Ben's father said, "I discovered that a person cannot live a full life under the shadow of bitterness." I think of family, friends, and colleagues that would fit into this category and ask how could giving an A help me with these relationships. The book is so far a great revelation about self and relationships. I am glad I'm reading this book during the end of the current school year so that I can have the whole summer to practice the infinite possibilities in myself.
Zander, R. S., & Zander, B. (2000). Giving. The art of possibility (p. 26). Boston, Mass.: Harvard Business School Press.
Saturday, June 4, 2011
Wk1 Wimba Reflection
One great thing I learned through my session and through looking through MAC EDM613 course is that it is important and beneficial for having the time to complete assignments on time that we should look at the activities than using the dashboard. I wished that a professor earlier in the courses would have told me that information. Being the next to the last course that I take is not the best time for learning the information. But luckily it wasn't too much of a problem. It was good to hear a thorough overview of the course. It is fundamental to get an idea of the expectations and large assignments reviewed before going head long into the course. "Good about it instead of pass out and die" is the best quote I could take from the Wimba session on how I am hoping I will feel as the course moves along into the future ...closer to the end.
Wk1 Comment Two
Nancy Madrigal's comment:
I can honestly say that I miss buying records, especially since I grew up listening to music on vinyl. It could be the combination of the sound that came from vinyl to having to wait to get home to listen the latest tune. However, I also remember going to parties and hearing the DJ mix two records in order to compose a complex unique sound. He (or she) would get a beat from one record and mix in the lyrics from the other. In Good Copy/Bad Copy, a film about copyright and piracy, the Brazilian DJ demonstrated this same technique and I never really considered this as a form piracy. I found DJ’ing both as a compliment to the original artists and creative on the DJ’s part. However, upon viewing the film, I soon started to question my opinion(s).
The question of copyrighting information has definitely been an issue around the globe. Good Copy/Bad Copy offered a new insight on how different people from diverse countries viewed this particular topic. However, unlike the USA, Nigerians have not really taken this matter too seriously (especially in the film industry). Understandably, artists have suffered financially due to people obtaining music through digital downloading and as stated in the film, downloading “free” music will probably never end. Toward the end of the film, the presenters made a point that eventually copyrighting will most likely have to go away. There has been a paradigm shift in how we obtain our media and the new generation is one that obtains theirs from both remixing and editing.
The article entitled 10 Big Myths About Copyright Explained by Brad Templeton cleared up several questions that I surely had. I was under the impression that names do not get a copyright, but rather a trademark. I was also enlightened to know that criminal law doesn’t apply to cases that involve copyright. Lastly, although it doesn’t hurt anyone and copyright can be considered free advertising (as seen in myth #9), the underlying theme is that copyright is really about the permission aspect and giving the author/creator credit and power.
I understand both sides of this argument because I too, create. I design jewelry and clothing and I would, after much work and dedication, hate for someone to take my ideas. As the article stated, it is about respecting the rights of the creator to control “their” creation. On the other hand, I also find it flattering that my ideas are worth “copying”. This subject matter is definitely a great topic for an interesting debate.
I welcome your comments and thoughts on this subject.
My Comment: Nancy, the way you tell your opinion are wonderfully detailed and easy to understand and read. I love reading history and English teachers blogs because we can tell a good story. Besides patting you on the back, I want to say that memories of buying and using eight track, vinyl, or CDs are really the same ... okay I immediately take that back. My love too is for vinyl. It is something about putting that needle on the album and hearing those weird but relaxing sounds it makes before the music begins to play. There is nothing like it. However if you don't have that experience and all you know is, for instance, iTunes your passion could be the same but I doubt it. I think what we lose in this culture is the connectivity. It is using all the senses to really get a passion for things. The downloading culture is missing making an attempt to buy the music you know your parents wouldn't let you listen to, opening the package, looking at the album cover and its contents, and touching it to play the music. It's gone. And where does it end? Hearing the different ideas about copyright and fair use has left me grasping for straws on how can I ensure my students maintain our culture while creating their own without looking like a hypocrite. I want to ensure that even in a culture that is solely a capitalist society that they can still find creative venture and make it their own without footing the bill.
I can honestly say that I miss buying records, especially since I grew up listening to music on vinyl. It could be the combination of the sound that came from vinyl to having to wait to get home to listen the latest tune. However, I also remember going to parties and hearing the DJ mix two records in order to compose a complex unique sound. He (or she) would get a beat from one record and mix in the lyrics from the other. In Good Copy/Bad Copy, a film about copyright and piracy, the Brazilian DJ demonstrated this same technique and I never really considered this as a form piracy. I found DJ’ing both as a compliment to the original artists and creative on the DJ’s part. However, upon viewing the film, I soon started to question my opinion(s).
The question of copyrighting information has definitely been an issue around the globe. Good Copy/Bad Copy offered a new insight on how different people from diverse countries viewed this particular topic. However, unlike the USA, Nigerians have not really taken this matter too seriously (especially in the film industry). Understandably, artists have suffered financially due to people obtaining music through digital downloading and as stated in the film, downloading “free” music will probably never end. Toward the end of the film, the presenters made a point that eventually copyrighting will most likely have to go away. There has been a paradigm shift in how we obtain our media and the new generation is one that obtains theirs from both remixing and editing.
The article entitled 10 Big Myths About Copyright Explained by Brad Templeton cleared up several questions that I surely had. I was under the impression that names do not get a copyright, but rather a trademark. I was also enlightened to know that criminal law doesn’t apply to cases that involve copyright. Lastly, although it doesn’t hurt anyone and copyright can be considered free advertising (as seen in myth #9), the underlying theme is that copyright is really about the permission aspect and giving the author/creator credit and power.
I understand both sides of this argument because I too, create. I design jewelry and clothing and I would, after much work and dedication, hate for someone to take my ideas. As the article stated, it is about respecting the rights of the creator to control “their” creation. On the other hand, I also find it flattering that my ideas are worth “copying”. This subject matter is definitely a great topic for an interesting debate.
I welcome your comments and thoughts on this subject.
Wk1 Comment One
Sharon Clay commented:
Copyright Part 1: I have never fully understood the true nature of copyright. When I moved from middle school (when research projects were introduced) through high school I can remember photocopying images, recording songs, and using logos as part of many assignments without regard to or knowledge about acknowledging the creator. I see students now making the same errors I made when I was in middle school in regards to copyright issues. I think this video segment is perfect to use in a middle school setting because the language is simple and straightforward. I really enjoyed A Fair (y) Use Tale! I think this video is a perfect way to introduce the topic of Copyright to middle school students because they can all relate to the Disney theme and characters. I think this video would spark engaging classroom discussion and provide an excellent springboard for “copycat” presentation told from other perspectives. The most interesting part for me was how much copyrighted material can be used under the Fair Use conditions. Watching the filmmakers share their apprehensions and experiences with Fair Use issues was enlightening for me. When I view documentary I can usually make an emotional connection to the presentation. That is do in large part to the images but when Byron Hurt discussed his fears about using certain images because he feared legal ramifications; even after consulting with lawyers I developed a whole new respect for filmmakers. I think Peter Jaszi hit the nail on the head when he says that copyright is a first amendment right that we jeapradorize losing if we do not use it. I also think this presentation would make a great opener for classroom discussion because the content is highly relevant to the population I teach. My students are creative and resourceful so creating YouTube videos paying homage to this week’s favorite musician or athlete is no uncommon. I think this presentation makes it very clear about how to do that legally. The Code of Best Practices for Online Video appears to be wonderful resource to help empower emerging techies! Eyes on the Fair Use of the Prize was probably the most effective documentary I have ever viewed. How come I did not know this! I am speechless and saddened. The first thing that came to mind was Knowledge is Power, from the 1980’s School House Rock cartoons. Finally, the Creative Commons segments were also helpful. I think this forum has been meaningful ways for artists share their work. It is also a great resource for people like me, who do not have the artistic ability.
My Response:
I agree about the uses with middle schoolers. When I was in middle school and high school the technologies just wasn't there yet, or at least not in the impoverished schools so I didn't have the same experiences as my students. However, I think that using information that allows them to see both angles with copyright issues is the most beneficial. They always say that being able to see it form the other man's shoes is the key to understanding. I think that anyway that we can connect to students the importance of creativity (there own) and the rights of others who take the time to make wonderful art. The importance of giving credit or not using their work and making their own is worthwhile. I think that when I made my students take ownership of their projects and made them create all aspects on their own they enjoyed it more. Their peers enjoyed viewing the presentation more as well.
Copyright Part 1: I have never fully understood the true nature of copyright. When I moved from middle school (when research projects were introduced) through high school I can remember photocopying images, recording songs, and using logos as part of many assignments without regard to or knowledge about acknowledging the creator. I see students now making the same errors I made when I was in middle school in regards to copyright issues. I think this video segment is perfect to use in a middle school setting because the language is simple and straightforward. I really enjoyed A Fair (y) Use Tale! I think this video is a perfect way to introduce the topic of Copyright to middle school students because they can all relate to the Disney theme and characters. I think this video would spark engaging classroom discussion and provide an excellent springboard for “copycat” presentation told from other perspectives. The most interesting part for me was how much copyrighted material can be used under the Fair Use conditions. Watching the filmmakers share their apprehensions and experiences with Fair Use issues was enlightening for me. When I view documentary I can usually make an emotional connection to the presentation. That is do in large part to the images but when Byron Hurt discussed his fears about using certain images because he feared legal ramifications; even after consulting with lawyers I developed a whole new respect for filmmakers. I think Peter Jaszi hit the nail on the head when he says that copyright is a first amendment right that we jeapradorize losing if we do not use it. I also think this presentation would make a great opener for classroom discussion because the content is highly relevant to the population I teach. My students are creative and resourceful so creating YouTube videos paying homage to this week’s favorite musician or athlete is no uncommon. I think this presentation makes it very clear about how to do that legally. The Code of Best Practices for Online Video appears to be wonderful resource to help empower emerging techies! Eyes on the Fair Use of the Prize was probably the most effective documentary I have ever viewed. How come I did not know this! I am speechless and saddened. The first thing that came to mind was Knowledge is Power, from the 1980’s School House Rock cartoons. Finally, the Creative Commons segments were also helpful. I think this forum has been meaningful ways for artists share their work. It is also a great resource for people like me, who do not have the artistic ability.
My Response:
I agree about the uses with middle schoolers. When I was in middle school and high school the technologies just wasn't there yet, or at least not in the impoverished schools so I didn't have the same experiences as my students. However, I think that using information that allows them to see both angles with copyright issues is the most beneficial. They always say that being able to see it form the other man's shoes is the key to understanding. I think that anyway that we can connect to students the importance of creativity (there own) and the rights of others who take the time to make wonderful art. The importance of giving credit or not using their work and making their own is worthwhile. I think that when I made my students take ownership of their projects and made them create all aspects on their own they enjoyed it more. Their peers enjoyed viewing the presentation more as well.
Wk1 Reading Reflection: Copyright Issues
Copyright issues are an important part of planning being a teacher. There is never a time that either working with my students or working with a cohort that I don't have to wonder about whether it is copyright infringement. Usually I have to stress the written portion of plagiarism, but now that we are becoming more project based and rich with technology, I have to think about music, photos, and film as well. I find it easier at the middle school level to verify if they are using other peoples work as their own. The problem is that a large percentage of my students think that using another person's words, music, photos, or movies are okay because it's online. They found it on the Internet without a link to a real person's face so therefor it is okay to steal it from them.
How do you make them aware that it is not okay to steal because it's on the Internet? How do make them realize that just because it is easy or available that it is not okay to just take it? One issue I have in class is that I know at home parents, siblings and other family members at home are doing it, so how do you ask them to stop or tell them that what your dad is doing is illegal?
One of the questions that I thought about right away is why do we "give credit" to authors that we use in writing our own literary pieces, but when it comes to other media we have to "pay royalties"? I have always found the music industry to be greedy and quite antiquated. They are always behind the real creative geniuses on the streets. What about them? I have heard of several cases where the media (music and film) industry has taken ideas, likeness, beats, etc. from up and coming creative artist without giving credit or shamming them out of their rights. Again, what about them?
There is always two sides to a coin. And I believe in the statement that I heard during the documentary "Good Copy Bad Copy" that how could you make creative music that still introduces to the masses music they may never had encountered if you are to pay each and every sample you use. The amount that it would cost would be ridiculous. I think that the industry needs to find new and improved ways to produce media. The ways of the disc or DVD are archaic forms. It's like those who still held onto their eight tracks, microfiche, tapes, albums, etc., it is time to move into the digital age and make a new form that still connects the consumer to the product. Because ultimately we buy the artist and not the industry. And when we hear and see less of them the better chances we have again of wanting to support the artist. It is the market genius such as Steve Jobs that made buying media cool again.
People buy media from iTunes. It is probably the most widely used form for buying music and movies. If other companies would follow suit more people would use the service and not pirating sites to buy their media. No one wants to have a hard copy anymore. It is not easy to house or transport. We created the fast food generation and now we have to live up it.
Copyright is an all encompassing control method that needs to change with the advanced technology. It is up to those that want to control it to find ways to share, because the people will continue to do so with or without them.
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