I recently read chapter five in Warren Berger's A More Beautiful Question and some ideas from Thomas Friedman about questioning and curiosity. Thomas Friedman believes that PQ (passion quotient) plus CQ (curiosity quotient) is greater than IQ (intelligence quotient), and I have to say I agree (Wang, 2016). Before considering these ideas I didn't realize how important it is to have the ability to formulate a good question; I also didn't have any idea how difficult it could be. I then thought, what is my beautiful question? After exploring this idea, I think I have come up with one: How can we help students learn how to manage their emotions in a healthy way? And how can we help them understand how important this is to functioning in society? Below is a short video I created that explains this question a bit more. I completed some research recently and sent out a survey that I created to help gather some more information about this question. I came up with the idea to implement student-teacher workshops to build empathy. I think this could help students and teachers understand each others perspectives. Now my question is, will this work? "...I'm going to venture forth in the world with my question and see what I find" (Berger, 2014, p. 211). References Berger, W. (2014). A More Beautiful Question. New York, NY: Bloomsbury Publishing Plc. Wang, A. (2016). Tom Friedman’s advice to millennials. Retrieved from http://blog.runnymede.com/tom-friedmans-advice-to-millennials
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Throughout the process of researching my chosen problem of self-regulation in the classroom, I have learned a lot. I have learned that wicked problems are actually very tricky, that good research takes a lot of time, and that creating surveys is very difficult! I also learned that it was all worth it! Researching a problem that directly affects my life almost daily and drafting a possible solution was extremely rewarding, and I am actually very excited to suggest it at my school for the coming year. As you can read in this blog post my wicked problem concerned teaching students how to self-regulate and accommodating students from different backgrounds. I did plenty of research and found two articles that provided a lot of great insight. Rayne A. Sperling, Crystal M. Ramsay, Philip M. Reeves, D. Jake Follmer & Aaron S. Richmond suggest that giving students, especially middle school students, assignments that foster elaborative processing, or assignments where students need to consider background knowledge and inquire, allowed them to practice self-regulation and motivation and this helped with their ability to do both overall. Regarding behavioral development, it is important for students to learn to self-motivate and self-explain, and elaborative processing allows students to do these things. (Wurster, M., & IIagan, D., 2017) The other article I found very informative suggested that self-regulation should be taught beginning at a young age, and that student-teacher relationships are immensely important to student development of self-regulation (Cadima, J., Verschueren, K., Leal, T., Guedes, C., 2015). Taking it even further, I created my own survey, which I detailed in this blog post, where I aimed to gather information that could provide more insight into a possible solution to my wicked problem. I did find that when asked if a teacher ever had a positive affect on their behavior in school, participants answered in ways that alluded to the fact they responded better to teachers who were calm, direct, and understanding when it came to behavior management. Picture produced by author I wasn’t very surprised by any of the research I found or by the results from my survey, but as I thought about it more deeply, I considered how teachers are usually directed to fix problems when they arise in the classroom. Then I thought, why can’t students be as well? It is beneficial for people of all ages to be self-reflective and improve where they can. (Smith, M., & Weinstein, Y., 2019) All of these things helped me come up with a possible solution. There are always professional developments offered for teachers, but not as many workshops are offered for students, and I think this could be indirectly contributing to some students lack of ability to self-regulate. Students also need to consider what they are doing and how they can improve. I decided that a student-teacher workshop could be beneficial to help fix this problem. I have detailed this workshop in a draft which you can find here. This is not a final draft by any means, but I think that it is a good start! Finally, I created a video that detailed my process throughout my journey to find a possible solution regarding self-regulation. You can find it below! If I have learned anything through my research and reading Warren Berger’s A More Beautiful Question, it’s that there is always room for improvement and there is always another question. I know that my potential solution can be iterated many more times and I am excited to see where it ends up. I would love to see anything like this take place in a school. Student-teacher workshops could be the next big thing! Please feel free to leave any comments or suggestions below! References
Cadima, J., Verschueren, K., Leal, T., Guedes, C. (2015). Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children. Retrieved http://web.a.ebscohost.com.proxy1.cl.msu.edu/ehost/pdfviewer/pdfviewer?vid=6&sid=9e668ab5-3c6d-4837-9d3e-1099453c71f4%40sdc-v-sessmgr01 Rayne A. Sperling, Crystal M. Ramsay, Philip M. Reeves, D. Jake Follmer & Aaron S. Richmond (2016) Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies, Middle School Journal, 47:3, 25-32, DOI: 10.1080/00940771.2015.1135099 Smith, M., & Weinstein, Y. (2019). Learning how to study using…elaboration: For students, for researchers, for teachers, learning scientists posts. Retrieved from http://www.learningscientists.org/blog/2016/7/7-1 Wurster, M., & IIagan, D. (2017). Make it about YOU: Learning with the self-reference effect. Retrieved from https://onlyhuman2.swanpsych.com/2017/05/01/make-it-about-you-learning-with-the-self-reference-effect/ This past week I collected some preliminary data using a survey I created to provide more insight to the question: how can we teach students of different backgrounds to self-regulate in the classroom? I sent the survey out to 13 of my coworkers and colleagues in my graduate program. So far, I have had 6 responses. Some of the data surprised me, but most of it was what I expected; especially because of the participants I chose. Most people who participated in my survey were teachers or students, so I imagined that they would value education and learning. The data from one question was particularly surprising to me. The question was, “did your parent(s) or guardian(s) communicate to you that school and learning were important?”. I expected that I would have close to 100% yes for responses, but 33.3% of participants responded “somewhat”. Now, 33.3% is not a high percentage by any means, but since most of the participants where either employed in education or students, I was expecting that education was something that would have been addressed often in all of their personal lives, because in my experience students who do well in school are reminded at home that succeeding in school and learning are important. However, they could have been told this at home and just had a different opinion. Below is a pie chart to give you a visual of this data! Picture produced by author. Most of the data I have collected so far did not surprise me, and there was one question in particular that stood out to me. The question where I expected the responses I received was, “if applicable, please provide an example of an experience you had with a teacher that was positive and beneficial to your learning in school”. The responses were as follows: As you can see, almost all the responses had to do with how engaging and excited their teachers were to teach their subject matter, or just to be teaching in general. I expected this as my students have even told me they are more interested when their teacher seems to be. Further, I am more excited when I feel that my teachers are passionate about what they are teaching! In these responses it is also apparent that these teachers made students feel comfortable and supported, which is something that also will lead to students questioning more, which according to Berger (2014), is something that leads to a deeper understanding. One thing that I gathered that I don’t think helps much with understanding self-regulation as it relates to diversity of backgrounds/cultures, which really is the main aspect of my question, is that 100% of my participants identified as white/Caucasian when asked what their ethnicity was. As I mentioned, the question I have is how can we teach students of different backgrounds/cultures to self-regulate; having 100% the same race/ethnicity participating doesn’t provide much insight to this question. I hope as I get more responses there will be more diversity in this area! Finally, how will this data help me come up with a solution to my problem/question? To be honest, I do wish that I had some participants that did have to be disciplined in school so that they could detail an experience and explain how they were disciplined or what they thought could have been a better method of discipline. However, there was one response to a question pictured below that helped me to think of a potential solution: Picture produced by author. This participant detailed an experience where he was misbehaving/being rude to his fellow classmates, and to address this his teacher pulled him aside to help him think about his behavior in a less confrontational way. This is something I do regularly and I was excited to see this response. I think to combat my question, a professional development could be arranged where different scenarios of misbehavior are acted out and the teacher must respond. I also think it would be interesting for students to attend this workshop so they can see that teachers are really just trying to help, and we are life-long learners as well! References Berger, W. (2014). A More Beautiful Question. New York, NY: Bloomsbury Publishing Plc. Picture retrieved from Nurture for the Future I have taught three years in South Carolina and a reoccurring and substantial problem I have had with students is behavior management. Currently, I have a wide variety of cultural and socioeconomic backgrounds in my classroom and it is my goal to figure out a way to accommodate all of my students when it comes to learning to self-regulate. McClelland and Wanless (2015) present that some research has found that there are more differences within cultures than between them when it comes to how students self-regulate. This leads me to the problem that I would like to learn more about: how can we teach students of different backgrounds how to self-regulate in the classroom? This week I have been researching this problem along with how to create a survey. I would like to collect some data to provide further insight into my problem. Let me tell you, creating a survey is MUCH harder than it sounds. The first draft of my survey is very different from the final one I wrote this week. After reading through Survey Design Best Practices: How to Write a Good Questionnaire, I realized my questions were too sporadic and open-ended. I have since revised my questions to be much more specific so I can collect data that will be beneficial to my question. Here is a link to my survey draft, and here is a link to my final survey. Please leave a comment below and let me know what you think! Also, just a resource for other teachers who may have the same question as me, here is a link to some self-regulation strategies! References
Lee, S. (2019). Self-Regulation and the zones of regulation. Retrieved from https://www.figur8.net/2016/06/12/self-regulation-and-the-zones-of-regulation/ Market Research Guy. (2019). Survey design best practices: How to write a good questionnaire. Retrieved from http://www.mymarketresearchmethods.com/survey-design-best-practices/ McClelland, M. M. & Wanless, S.B. (2015). Introduction to the special issue: Self-Regulation across different cultural contexts. Early Education and Development, 26: 609-614. Retrieved from http://web.b.ebscohost.com.proxy2.cl.msu.edu/ehost/pdfviewer/pdfviewer?vid=8&sid=e19c2fa6-47b8-4d27-86e0-fd9e7f1a4a14%40pdc-v-sessmgr03 After reading more of Warren Berger’s A More Beautiful Question I came up with more questions to add to my “quick fire” brainstorm session that I detailed in this blog post. Berger brought up many interesting points and made me consider my questions more deeply. Specifically, why am I not taking the initiative to answer my questions about student apathy and self-regulation? Berger (2014) presented Carlin's question, “When we’ve lost our keys and are searching for them, he wondered, why do we keep looking in the same few places, over and over?” (p. 85). This is something that truly resonated with me because I witness this in the classroom often. In many cases we are implementing the same interventions to inspire student motivation in academics and to promote better behavior. I have also noticed that these are not working. So what do we do? How to we come up with an effective initiative? I have asked many why questions, but as Berger (2014) presented, to solve a problem you must consider and act on the "How". At first thinking about acting on the questions I asked in my blog post linked above, was super intimidating. I realized it is because they are problems with no one right solution, they have many different answers and even those answers aren’t 100% correct; these questions are questions about wicked problems. Picture retrieved from https://socialmarketing.blogs.com/r_craiig_lefebvres_social/2012/09/social-marketing-and-wicked-problems.html I created the video below to illustrate three different organizational structures I came up with for my questions from the “quick fire” activity. This was a challenge for me at first because I had to consider a lot of things and different contexts when organizing the questions, i.e. teacher perspective versus student perspective etc. By the end my perspective changed. I realized I need to be thinking about questions in different contexts more often. References
Berger, W. (2014). A More Beautiful Question. New York, NY: Bloomsbury Publishing Plc. On social marketing and social change. Social marketing and wicked problems. (2012). Retrieved from https://socialmarketing.blogs.com/r_craiig_lefebvres_social/2012/09/social-marketing-and-wicked-problems.html Picture retrieved from https://www.teachhub.com/when-kids-dont-care-battling-student-apathy Recently I completed a “quick fire” question activity where I had to consider a problem in the classroom and brainstorm using only questions about that problem. To begin, I was having difficulty, but once I started getting in the groove of it, I realized I had a lot of questions. I started with the problem of student apathy in the classroom, because that is something my students struggle with. I have been reading Warren Bergers A More Beautiful Question, and it shed a lot of light on why my students may be apathetic. Further, it shed light on why this activity was so hard at first and how questioning has been becoming more and more scarce in the classroom (Berger, 2014). Also, this blog post by Lindsay Ann Learning has some great ideas about how to combat apathy in the classroom. Below is a screenshot of my brainstorm activity! Picture produced by author As I mentioned, when I began this activity I felt like I was drawing a blank after asking my initial question, “why are students apathetic?”. I didn’t know how to brainstorm using questions and honestly I felt like I just didn’t know what other questions to ask. As Berger states, “But many educators and learning experts contend that our current system of education does not encourage, teach, or in some cases even tolerate questioning” (Berger, 2014, p. 46). This made me wonder if since I am having difficulty questioning, I could be translating that to my students and this could in turn make them less engaged. Berger also presents the idea that as students lost the ability to question, they became less engaged in the classroom (Berger, 2014). Picture retrieved from https://www.activistpost.com/2018/08/the-price-humans-pay-for-apathy.html Berger’s ideas also brought my attention to the fact that I am not questioning my students in different ways, and as he presents in his book, I am using questioning mostly as a type of formative assessment as opposed to using it to spark more curiosity (Berger, 2014). It is true that considering questions and inquiry based learning requires more brain power and time than simply answering multiple choice questions. However, a problem lies in that using more brain power and questioning has a negative connotation. I will admit, that when I was presented with the “quick fire” question task that I needed to complete, I had an “ugh” feeling. After reading Berger’s ideas I realized that that was a problem. He states, “If the question muscle has atrophied by junior high, imagine its condition by the time a student goes to college” (Berger, 2014, p. 66). Unfortunately, after reflecting on Berger’s ideas and completing my question activity, I had noticed my question muscle is not working at its full potential. What I would like to do now is incorporate more questioning into my practice; not just asking my students questions but allowing them to ask questions that they want answered. As Berger presents, “Dennie Palmer Wolf…examined the role of questioning in schools for her academic paper “The Art of Questioning” and found that teachers tended “to monopolize the right to question “ in classrooms” (Berger, 2014, p. 56). I am definitely guilty of this but it is not my intention to discourage or not allow my students to ask questions, it just seems that it is natural as a teacher to pose questions. Berger continues to explain that kids feel more responsibility to answer a question that they pose themselves (Berger, 2014). It makes total sense that if one personally discovers a problem, it is only natural that they would be more inclined to find a solution. Berger’s ideas and the “quick fire” question activity were eye-opening for me. I realized how little I am questioning problems in my practice and how I am finding solutions to them even less. It is vital as educators that we are modeling how to question and allowing time for student exploration. We are in the 21st century and it is essential that our students are equipped with the tools necessary to succeed in our society, and more student questioning and exploration is essential in making this happen. Check out this Teach Thought article about 21st century learning if you want to learn more! References Berger, W. (2014). A More Beautiful Question. New York, NY: Bloomsbury Publishing Plc. Condron, A. When kids don’t care: Battling student apathy. (2019). Retrieved from https://www.teachhub.com/when-kids-dont-care-battling-student-apathy Frompovich, C. The price humans pay for apathy. (2018). Retrieved from https://www.activistpost.com/2018/08/the-price-humans-pay-for-apathy.html Learning, L. A. Five ways to fight student apathy: How to fight student apathy. (2019). [Blog post]. Retrieved from https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html Nichols, J. R. (2017). 4 essential rules of 21st century learning. Retrieved from https://www.teachthought.com/learning/4-essential-rules-of-21st-century-learning/ Picture retrieved from Atisha Buddhist Centre Teaching is rewarding and comes with many benefits, but that is not to say there are no problems in the classroom. I have interest in finding a solution to problems with self-regulation. I decided to do some research about these problems and find an online tool that could help fix them. In my case, many of my students have a problem with self-regulation when it comes to emotional responses. I found an online tool that I think could really help them called Smiling Mind. This is a meditation and mindfulness website. Students will be able to create their own account and develop their own mindfulness practice. Use of this program would allow them to “take a step back” and think about how they are feeling before they react. As this Edutopia article states, “Reflecting helps students to become more mindful: Instead of just reacting to emotions, they can learn to become the manager of their emotions by recognizing what they are feeling before it becomes an action” (Parrish, 2018). I think that Smiling Mind will help them learn this skill. However, there are some limitations with Smiling Mind. In my case, all students have a personal iPad so they would be able to use this website whenever they felt it necessary, but students at schools who do not have this much access to technology could have trouble with not being able to use Smiling Mind when they need it. Also, there could be an issue with “buy-in”. It can be difficult to get students to consider their emotions and teach them how to respond to them appropriately. Below is a video I created with more information about problems with self-regulation and ideas to fix them, check it out! References Atisha Buddist Centre. Retrieved from https://atishacentre.org.au/product/one-day-meditation-august/ Nelson, L.L. & Basham, J.D. (2014). A blueprint for UDL: Considering the design of implementation. Lawrence, KS: UDL-IRN. Retrieved from http://udl-irn.org. Parrish, N. (2018). How to teach self-regulation: To succeed in school, students need to be able to focus, control their emotions, and adjust to change. Retrieved from https://www.edutopia.org/article/how-teach-self-regulation Rayne A. Sperling, Crystal M. Ramsay, Philip M. Reeves, D. Jake Follmer & Aaron S. Richmond (2016) Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies, Middle School Journal, 47:3, 25-32, DOI: 10.1080/00940771.2015.1135099 Smiling Mind. (2019). Retrieved from https://www.smilingmind.com.au/about-us Photo produced by the author. As you can read in my first NLP blog post and my second NLP blog post, I was assigned to learn something new for a graduate course I am taking. You will also find that I decided to learn how to play the guitar for personal and professional reasons. My learning process did not go as expected, but I am happy with what I accomplished! I have always wanted to play the guitar, and actually had a built-in teacher that I just never utilized: my Dad. He grew up playing music and I was always envious, but never seemed to find the time to start learning. I am happy the Networked Learning Project inspired me to begin. When I first began searching for resources to teach me how to play the guitar, I was a bit over zealous in what I believed I could start with. I found a video on YouTube that taught the viewer how to play an “easy” version of the song “Purple Rain” by Prince. Now, I am sure this video would have been easy for an expert, or even an intermediate player, but it was not for me. This is when I first made a connection back to a reading I was assigned by Bransford, Brown, and Cocking (2000) that presented differences between novices and experts regarding how each of these people learn. As Bransford et al. (2000) states, “Experts’ knowledge cannot be reduced to sets of isolated facts or propositions but, instead, reflects contexts of applicability: that is, the knowledge is “conditionalized” on a set of circumstances” (p. 31). As I quickly learned, I could not begin by putting chords together and making music; I had to learn each chord individually and practice them. I had to isolate the chords so that I could hear how they sounded alone to make sure that I was playing them correctly. An expert at guitar does not need to think about isolating chords or deliberately placing their fingers when transitioning from chord to chord as I do. Further, they do not need to do this to know if the chord sounds right. However, even though I am a novice at playing guitar I did have one advantage that helped me throughout this process. The advantage was that I had grown up listening to and singing with my Dad while he was playing the guitar. As Bransford et al. (2000) states, “One of the earliest studies of expertise demonstrated that the same stimulus is perceived and understood differently, depending on the knowledge that a person brings to the situation” (p. 32). Since I was exposed to the art of guitar playing virtually my whole life, I had an “ear” for the chords before I began playing. I may not have been able to explain to someone why a chord sounded off or wrong, but I could usually hear it if it was. Not every novice guitar player would have this ability/advantage. I think this helped me significantly when learning to play, especially when it came to putting the chords together and strumming. As Douglas Thomas and John Seely Brown (2011) suggest, experimenting and trying different things is a very effective way to learn. I practiced and experimented with strumming until I found something that sounded like music, and it was also very enjoyable. Marty Schwartz also comments on strumming different ways to get comfortable with it in one of his acoustic lessons on YouTube that I referenced, and it was definitely a successful method of practice for me (Schwartz, 2016a). You can check his video out below! Throughout my learning process I found that it is important to remember that not all methods of learning work for everyone, and that you may not learn things as quickly as you anticipate. As long as you trust yourself throughout your learning process, you will accomplish more than you might expect! I plan to continue to use the YouTube videos to further my learning because they were the most helpful for me. I like how Marty Schwartz explains and reiterates in his videos, and it is also great because you can actually hear the notes being played. Also, I can watch the videos as many times as I need. Of course, I am very excited to show my Dad what I learned and I am definitely planning to continue to use him as a resource. Ultimately, I would love to be able to play together. Below you will find a short video I created detailing my learning process explained above, check it out! References (2018). IWTL how to play guitar. Retrieved from https://www.reddit.com/r/IWantToLearn/comments/822b64/iwtl_how_to_play_guitar/ Bransford, J., Brown, A.L., Cocking, R.R. (2000). How people learn: Brain, mind, experience and school. Washington D.C.: National Academy Press. Retrieved from https://www.nap.edu/read/9853/chapter/1 Schwartz, M. (2016a). Marty Music: Beginner Acoustic Lesson 1: Your Very First Guitar Lesson. Eminor and Asus2. Retrieved from https://www.youtube.com/watch?v=HNSaXAe8tyg Schwartz, M. (2016b). Marty Music: Beginner Acoustic Guitar Lesson 2: The A Major Chord. Retrieved from https://www.youtube.com/watch?v=6ny8htqHHuM Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace. Yesterday I participated in my first twitter chat. I had absolutely no idea what I was doing. Slowly but surely, I got the hang of it— for the most part. To find a twitter chat that I would be interested in, I searched the internet and came to this: 40 education Twitter chats worth your time. I decided I wanted to participate in the #EdTechChat because it seemed most relevant to my graduate degree: Master of Arts in Educational Technology. Pictures produced by the author. This depicts the question/answer model explained below. At first, I had no idea what I should be tweeting. As I spent some time reading through other tweets, I figured out that a question was posted every few minutes by the “leader” of the chat. It would be posted as Q1, Q2, etc. Then, the participators in the chat would tweet with answers as A1, A2 etc. I figured this out by the fifth question and got to answer it properly. The chat was not what I expected. I was thinking there would be more talk about technology and education. Mostly people were tweeting about whether or not professional development should be mandatory in the summer. However, I did find one very interesting resource from someone participating in the chat. She tweeted about how she had behavior problems in her classroom, which is something I really struggle with in my classroom as well. She recommended reading “Help for Billy: A beyond consequences approach to helping challenging children in the classroom” by Heather T. Forbes, which I now plan to do. This is where I found the idea to read the book mentioned above. This Twitter chat experience made me think of Douglas Thomas and John Seely Brown’s (2011) idea that engaging in “play” is an effective way to learn, and I feel that is what I did when participating in this chat. I plan to try the #EdChat next! References
Fingal, D. (2018). 40 education Twitter chats worth your time. Retrieved from https://www.iste.org/explore/Professional-development/40-education-Twitter-chats-worth-your-time Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace. For one of my graduate courses we were assigned a project to learn something new and I chose to learn how to play the guitar. The Project is titled NLP and I blogged about it below as well! As for the title for this post, I chose it because learning to play the guitar is not easy! Originally I was trying to learn how to play “Purple Rain” by Prince, but quickly realized I needed to go back to the basics— learning chords individually. One resource that has been invaluable in doing this is this beginner acoustic lesson by Marty Schwartz: This is a great resource because he explains things thoroughly and shows you how to play the chords multiple times. He also gives the viewer a lot of useful tips such as using a pick, and only practicing for about five minutes a day when you first start out (Schwartz, 2016). Marty Schwartz was also recommended on this Reddit page that I visited for more resources. Below is a picture of me before learning chords- I only knew how to hold the guitar! I recorded myself recently playing two chords that I have learned throughout my process. Check it out below! After watching my video and Marty's video above, you can really see the differences between me, the novice, and Marty, the expert. I have to actively think about where to place my fingers, but as you can see in the beginning of Marty's video, he does not. This reminded me of reading I was assigned for my course, Bransford, Brown, and Cocking (2000), as they addressed the ideas of experts and novices. I have learned a few more chords since filming my video above and will be sharing them soon! References
(2018). IWTL how to play guitar. Retrieved from https://www.reddit.com/r/IWantToLearn/comments/822b64/iwtl_how_to_play_guitar/ Bransford, J., Brown, A.L., Cocking, R.R. (2000). How people learn: Brain, mind, experience and school. Washington D.C.: National Academy Press. Retrieved from https://www.nap.edu/read/9853/chapter/1 Schwartz, M. (2016). Marty Music: Beginner Acoustic Lesson 1: Your Very First Guitar Lesson. Eminor and Asus2. Retrieved from https://www.youtube.com/watch?v=HNSaXAe8tyg |
AuthorMy name is Mallory Williams and I am just trying to better my teaching practice! Most of my posts will be about learning and understanding. Enjoy! Archives |