Sonia Galaviz

Allen, Ms. Chursenoff and Ms. Diaz were able to overcome many of the previously mentioned challenges by desiring to understand their student's challenges and realizing the responsibility that they hold in their education. Ms. Chursenoff observed that it was important to "become familiar with a variety of cooperative learning strategies" (Ariza – Whelan, Eileen N., p. 4, 2010). She also realized the importance of always "implementing instructional strategies that are congruent with Hispanic cultural traits" (Ariza – Whelan, Eileen N., p. 5, 2010), in her situation, but those strategies can be utilized for all cultural traits, as well. Ms. Diaz "realized the only way she could help her students become successful in learning a second language was by learning what she did not know about their culture" (Ariza – Whelan, Eileen N., p. 7, 2010). That excites me! I would love to study and research other cultures. I strongly believe teachers do "have the clearest understanding of what needs to be done to successfully educate students in today's world" (Ariza – Whelan, Eileen N., p. 7, 2010), contrary to what the majority of people may surmise. I absolutely love how Ms. Allen advocates for her students. She stands firm against the ideas of policy makers to be the ones who make the laws for the children in her classroom. She shares the same beliefs and values that I have as a teacher. I truly admire

Gloria Ladson-Billings spent time observing teachers in public schools that were located in predominately low-socioeconomic school districts to figure out what makes them successful with typically low performing students. Some of the things she observed are all the teachers “shared pride in and commitment to their profession and had an underlying belief that all children could be successful” (learnnc). Furthermore, these teachers established trusting relationships with their students that allowed the students to take responsibility for their own learning. Lastly, these teachers also went beyond the classroom to show support for their students such as attending community events. These observations led Ladson-Billings to realize that in order for “teachers to use culturally relevant pedagogy successfully, they must also show respect for students, and understand the need for the students to operate in the dual worlds of their home community and the

Mrs. Rowe, the Assistant Principal, has “trained teachers and taught students in Benin, West Africa; taught in an integrated program for at-risk students in Los Alamos, New Mexico; started a program for at-risk students in Mahopac, New York; and taught AP, Honors, special ed., at-risk, and low-level readers in the Cherry Creek School District.” (Aurora Academy, 2013)

As educators, we spend a great amount of time looking for different ways to implementing curriculum, meeting school and district deadlines, assessing, planning, and grading. But do we ever take time to really get to know our students and their families in a personal level? Without event knowing, we hold different biases towards students and their parents; we expect them to have certain knowledge about their community and culture depending on their demographics and socioeconomic status. We completely ignore the fact that many parents can make positive contributions to our classrooms. In the book Funds of Knowledge edited by Norma Gonzalez, Luis C. Moll, and Cathy Amanti, we can see how many families have abundant knowledge that the schools/teachers do not know about and therefore do not use in order to teach academic skills.

This quarter I am continuing my observations with Heather Cyrus from Barbour Dual-Language Immersion Academy. She is a unique second grade teacher for Spanish and English speaking students. In my prior fieldwork assignments, I have not met another teacher who has been so ahead of her peers in evolving the classroom for successful, 21st century education.

Thank you for your consideration for our grant proposal Science, Technology, Engineering and Mathmatics (STEM) Improvement Project 2017. In 2016, the Juan Young Trust (JYT) helped fund Damascus Christian School (DCS) mobile computer cart with 30 chromebooks which allowed the intergration of more technology into our small school. This promoted an increase of student inquiry and interest in Science, Technology, Engineering and Mathmatics (STEM) basics. Staff found school equipment outdated for the technology and difficult to encourage hands on interest without more relevant STEM improvements. DCS Administration would like to take the next step to further STEM education for the upcoming 2017-2018 school year, and has asked Damascus Christian Education Foundation (DCEF) to help fund a series of items aimed at meeting this goal.

The theme of the stories is about how life is a journey.The main character in the first story is Sonia Nazario. The main character in the second story is Sebastian Junger. The main setting in the first story is on “The Train of Death.” The main setting in the second story is in the Mountains of Afghanistan. The turning point in the first story is the Sonia returns safely back to California. The turning point in the second story is the Sebastian survives in Afghanistan.

Back to school is a great time to get your middle and high school students back into reading. When guiding your teen to STEM-related books, look for ones that provide a healthy dose of information cleverly disguised as a great read. The following titles demonstrate the excitement of science in real life applications, from NASCAR to NASA. These books may just be the spark that prompts an interest in the possibilities of science.

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

After eleven years of teaching at GCDS, Mrs. Deborah Peart Griffin is leaving Country Day after this school year. Throughout her years at GCDS, Mrs. Griffin continuously displayed humor and enthusiasm while teaching. “Because of my passion for teaching and learning, I deliver lessons with genuine excitement. It's my goal to transfer that love of learning to every student I teach. My reward is smiles and laughter amidst learning, which brings me pure joy.” Mrs. Griffin’s favorite part of GCDS has been “watching fourth graders transform into ninth graders.” Seeing her former students at graduation has always brought tears to her eyes because she “could see the growth that had taken place.” The thought of her shaping a student into a young adult

This past Saturday, The Lane Center partnered with Stratford Academy to expand STEM learning opportunities for Macon youth participating in the Lane Center's Aunt Maggie's Kitchen Table Program. Ms. Leskovic's fifth grade class facilitated the day where AMKT children enjoyed STEM exercises and experienced hands on learning exercises in the classroom's technology centers. Exercises included playing with 3D coloring and design applications, creating 3D key chains and figuring out how

The program purpose is to introduce a STEM concept, promote awareness, develop and demonstrate new skills, to encourage children to communicate, work as a team and explore. Children benefit when exposed to STEM programing, as they introduce Science, Technology, Engineering and Mathematical concepts in a creative and fun way. By building their KEVA structure and testing its integrity, the children develop a deeper understanding of scientific practices and concepts through play. The library benefits by attracting children and their parents, stimulating interest in new programing and by increasing staff interaction with children and

“STEM DESIGN: literacy strategy: capture natural curiosity” Children's Technology & Engineering. Sep. 2013, Vol. 18 Issue 1, p28-31. 3p.

Over the past decade there has been a considerable increase in the demand for STEM (Science Technology Engineering and Math) related jobs. According to Bureau of Labor statistics, STEM jobs are projected to increase by 13 percent between 2012 and 2022. The Department of Commerce reports that “STEM workers command higher wages, earning 29 percent more than their non-STEM counterparts”. So, how are you going to prepare your child for this ever changing job market? FIRST, which stands for For Inspiration and Recognition of Science and Technology, is a great way to get your child involved with STEM while still having a fun and enjoyable experience at the same time.

In recent years, there has been an increasing trend to STEM instruction due to the expansion of STEM-related careers. Universities created numerous extra-curricular K-12 activities that will encourage children to continue their studies in mathematics and science and to consider careers in engineering, science and technology. Those activities are positively impacting the impressions of students in regards to science, technology, engineering, and mathematics. In Sonoran Science Academy Phoenix, Tucson, robotics programs targeting elementary, middle and high school students promotes hands-on, creative, self- directed