Sunday, August 19, 2012
Today, I was looking at old photos from my past. Photos with old friends and people I used to be very close with. While doing this, the song “You and Me” by Lifehouse comes on my Pandora station. I haven’t listened to this song in years. This was my ex-boyfriend and my “song” in high school. Sometimes I think the universe drops these things into our lives to make us reflect on our past and move in the right direction for the future. Reflecting back, it sure is funny how certain songs, lyrics, and music in general bring everything back to you as if it were yesterday; sometimes for the best or the worst.
Life Questioning : How do we move forward, while holding onto memories, while not being stuck in the past, but looking towards the future and living in the present? What a doozie, I know. I am sure if we had this answer a lot of us would have an easier time living in the now, reflecting on the past but not holding onto it, and having a positive outlook for the future.
I had never truly lost something/someone super important to me until the past year. I don’t even know if I want to use the terminology “lost” because it’s not that it is lost, it just wasn’t good anymore. People grow and change and life ebbs and flows. I don’t know if “lost” is a good term to use for the ending of relationships either platonic or non-platonic. So here’s the question in the making - How do we hold on to the wonderful memories, heal the hurt, trust again, and build intimacy with others when sometimes the hurt from the past takes over?
I am sure each and every one of us has lost someone we valued and trusted very much. We have all experienced breaking up, growing apart from friends, and loosing people due to death. This process of “loosing” is something every human can relate to but it seems like a lot of us do not want to write, discuss, or listen about the topic. Do we fear loss? Do we want to hold on tight to comfort? I don’t have the answers, but I have been pondering it lately.
Recently, I have been reflecting on how to navigate loosing people in life, growing and learning from hurt without letting bitterness take over. I used to be such a care free soul before my long-term relationship. I now feel like I have twenty walls up with a mote around me with tons of alligators in it. I am an extrovert and love chatting with people, BUT actually, I mean actually letting people in seems so much more difficult now than it was in the past. As we age and experience hurt, do we build more walls to keep people out? How do we let people into our inner-selves and how do we develop intimacy after intimacy has been damaged?
I think as humans we learn and grow from everything we experience. I have been trying to navigate how to let go and move on from the past in a healthy manner. Life goes on and as Bob Dylan said, “keep on keeping on.”
Some quotes :
"Be Soft. Do not let the world make you hard. Do not let pain make you hate. Do not let the bitterness steal your sweetness. Take pride that even though the rest of the world may disagree, You still believe it to be a beautiful place."
"After a while you learn the subtle difference between holding a hand and chaining a soul. And you learn that love doesn't mean security, and you begin to learn that kisses aren't contracts and presents aren't promises. And you begin to accept your defeats with your head up and your eyes open. With the grace of maturity, not the grief of a child. And you learn to build all your roads on today because tomorrow's ground is too uncertain for plans. And futures have a way of falling down in mid-flight. After a while you learn that even sunshine burns if you get too much. So plant your own garden and decorate your own soul instead of waiting for someone to bring you flowers. And you learn that you can really endure, that you really are strong and that you really do have worth. And you learn and learn and learn with every goodbye you learn." -Veronica A. Shoffstall
Just some relationship reflection for now.....
Sunday, October 23, 2011
Thursday was a gloomy, nasty, rainy day, and only three students ended up making it to class. A lot of the students have troubles with transportation when the weather is bad due to public transit and lack of transportation/vehicles.
We began our day with blending sounds. We read together and then each student had to read an entire section individually.
id rid grid
ip lip flip
isk risk frisk
in int rint print
an and band
en end bend
ip rip trip
ot pot spot
in int mint
un unt runt
af aft raft
ef eft left
We then practiced final blends by utilizing the same method.
bast best bist bust
dast dest dist dust
rast rest rist rust
tast test tist tust
bant bent bint bunt
mant ment mint munt
hant hent hint hunt
sant sent sint sunt
bask besk bisk busk
nask nest nisk nusk
pask pesk pisk pusk
vask vesk visk vusk
land lend lind lund
hand hend hind hund
sand send sind sund
mand mend mind mund
After working on blending a dictated words. My students had to echo the words and tell me the vowel sound in each.
pent spent trump blend rust mint crust flip task blunt
We then practiced full sentences. I had each student come up the board and write out a sentence for me.
1) Rex went and fed his pet pig.
2) Greg sent help to mend the tent.
3) The tan box will rust in the damp desk.
In lesson 22 we covered new concepts.
We started with the alphabet and sound system We worked on alphabetizing by the third letter, and worked out of our student worksheet. We then worked with alliteration.
In new learning, we learned long vowel a, e, and i and practiced our coding - "A vowel in an open syllable is long, code it with a macrion."
We learned that long vowels say their name.
Key words - long vowel a = apex, long vowel e = equal, long vowel i = iris
We then worked on spelling by orally listening and spelling. We then worked on writing and the plural rule of adding suffix s to a base word.
drum -- drums
tab -- tabs
The procedure for spelling derivatives is:
1) listen and echo the whole word
2) say the base word
3) spell the base word aloud
4) name and write the base word
5) add the suffix and verbalize the rule
6) code and read
I had a student who is from Africa and is going back to visit his family for three months. His last day in my class was Thursday. It was so touching to talk to him. He gave me a big hug and told me to keep in touch and that I was a great teacher. It is moments like this when students tell you they really appreciate what you do that makes it all worth it. I know when I have a career, I need to be doing something that impacts people in a positive manner. Pay it forward everyone - Happy Sunday :)
Friday, October 14, 2011
I read words to my students, asked them to repeat the word, and then drop the initial sound.
stump (tump) frog (rog) pride (ride) trash (rash) brush (rush) cramp (ramp) smith (mith) blush (lush) crest (rest)
I think gave them more words, and told them to drop the last sound.
steep (stee) strip (stri) send (sen) grand (gran) hello (hell) test (tes) enlist (enlis) left (lef) work (wor)
We then worked on a student worksheet and practiced words with the same initial and final sounds but different short vowel sounds.
Example - brat, bret, brit, brout, brut
We practiced spelling by looking at how many sounds were in certain words, then looked at how many letters are in each word. I had each student come up to spell on the board.
doll, cliff, fret, grip, grid, bliss, flag, stub, plot, fed, Fred
We utilized another worksheet to practice the Floss Rule
ff ll ss
off dull hiss
I had each student come to the board to spell the following words : still, stress, gloss, blot, trap, twist
We then practiced difference sentences
1) We had a bell, a box, and a grill.
2) Six men fell on the brass step.
I assigned my students a homework worksheet that included sentences with missing words that could be found in the word bank. They had to fill in the blanks in the sentences with the proper words.
In lesson 20 we covered the alphabet by orally reciting it. We then practiced alphabetizing by working on a student worksheet. We practiced final sounds by isolating and changing the final sounds in words to create new words.
Change the final sound to g:
pen - peg
rub - rug
lot - log
bid - big
Change the final sound to m
sat - Sam
bus - bum
dig - dim
gut - gum
hen - hem
In new learning we worked on making words plural.
Base word + subjunctive = derivative (plurals)
We practiced by making singular words into plural words by adding on the suffix s.
In reading we practiced the daily reading deck, names and letters, key words, and sounds. We reviewed high frequency words and read off a student worksheet that focused on high frequency words. To practice reading context we worked with high frequency words: just, must, tell, get, list, last, spell and learned words: one, two, could, should, would.
We worked on making words plural on a student worksheet where the students had to identify singular naming nouns, and add s to them.
To practice spelling, we orally spelt words and wrote out words. We focused specifically on adding s to words to make them plural.
I had my student spell log - logs and band - bands.
One of my students, who was dedicated to learning and attending class, had to tell us he can no longer come to class. He bought all the instructors cards and explained that his boss at work will not let him miss since it is starting "Christmas" season. This is an issue that arises for a lot of students from out of the country or living in a lower socioeconomic situation. He explained to this boss that he was enrolled in a literacy class on Tuesdays and Thursdays when it first began, and his boss now told him he can't miss work. It happens a lot with our students, they are dedicated to coming, but work interferes.