Ireland

Hot House

http://dkloudin.edu.glogster.com/hot-house

Where I'm From Poem

I am from the Valley and the Fog , and the Mountains and Hills. I am from the Ocean tides, and River beds. From clam chowder at Splash and Taco Trucks to homegrown gardens and Pepperoni rolls. I am from Disneyland and The Game Farm I am from Yorkshire England to Litchfield CT I am from Lea and Charles and Harris and Messanger I am from my sister and my sister from me. I am from Sunday Morning Church and Lazy Sunday Naps. I am from the bookworms and musicians and the ones who love to laugh. I am from full contact egg hunts, and pumpkin carving, to outdoor activities I’d never thought of. I am from tragedies to the new beginnings, I am from where my heart is.

For Fun

Think Quest Library

Excavating the unforgettable
http://library.thinkquest.org/08aug/01025/

I chose this site because when people think of cave drawings they do not think of India, the first thought for many (myself included) are Native Americans. This site gives another example of why, when and how another culture used cave drawings.

Culturally Responsive Teaching

http://elschools.org/best-practices/moving-conflict-peace-0

Restorative Justice Practices in an EL Classroom is about how students can in a History class can be out raged by the injustice of Slavery, the Holocaust and Apartheid but turn around and be just as intolerant and  cruel to fellow students. The teacher wanted to find a way to show them that what they are doing outside of the classroom is no different then what happened in history. She started RJ, Restorative Justice. She introduced the guiding principles of RJ the her class by brainstorming and taking a Perspective Taking role to address the conflict being studied and how to resolve in peacefully.  They think about how to approach the conflict, placing blame, dealing out punishment and then addressing needs and accountability for the actions. By allowing the students to work in small groups to discuss the issues they are able to learn to listen to each other's ideas, perspectives and thoughts.

"Students reported that they listened more deeply and focused on the needs and wants of others more than the arguments and positions they were originally itching to present. Those on the receiving end felt acknowledged and respected. In addition, the step of identifying common interests caused a perceptible shift in perspectives. Students discovered that it was easier, and more important, to address common interests than to stay stuck in the conflict; they now recognized their former opponent as another individual with needs similar to their own" (Felton 2012).

Works Cited
 Felton, T. (1922, August 12). Moving From Conflict to Peace | Expeditionary Learning. Expeditionary Learning | Engaging Students, Transforming Schools. Retrieved February 21, 2013, from http://elschools.org/best-practices/moving-conflict-peace-0

WVPTS Wordle

WVPTS 3

Jesslayn Gower
Raphael Snell
Tyler Chadock
Deidra Loudin

WVPTS 3

1.     Function 3A: Importance of content, the teacher was very knowledgeable of “power point” content with the intent of a meaningful interaction.
2.      Function 3B: Communication with students, teacher walked around the room making positive comments to selected students as she checked progress and enforced the no talking or collaboration.
3.      Function 3D: Student engagement, detailed instructions were made available to the students in a written format with varying fonts, styles, and grammar usage.
4.      Function 3E: Use of assessment in instruction, the activity was submitted for a grade regardless of completion and added a follow-up quiz on general “power point” knowledge.
5.      Function 3F: Flexibility and Responsiveness, the teacher at no time offered any flexibility to the task / activity

In general, this activity did not adequately meet in of the criteria outlined in this Professional Teaching Standard. Based on the rubric that identifies the descriptors necessary for a minimal score on all accounts the score would be UNSATISFACTORY!