In the case study titled, "Learning the Ropes" we are introduced to a kindergartener named Mindy. She has never been in any type of pre-school or pre-k program and she isn't familiar with being in a room with so many other children that are her same age.
We see Mindy developing a sense of self throughout this case. She is learning from her peers Tabitha, Tanya, Grant, and Jonathon. Jonathon has been to pre-school so he knows a little bit about school and ways to behave in the classroom. Tabitha is upset that her mother has left, so I am assuming that she has not attended pre-school. Mindy does have a sense of what is right and wrong, which we see when she goes to tell Mr. Corbet that she broke her crayon.
Mindy was focusing on her peers concrete, observable characteristics which goes along with what we have learned about cognitive development. We see this as the day progresses. She watches her classmates line up for recess and notices how she must walk to get positive praise from her teacher. Once at recess she saw a child push Tanya off of the swing. She raises her hand to get Mr. Corbet's attention just as Jonathon had done in the classroom. When Mr. Corbet arrives Mindy stops herself from pointing because she had seen Jonathon get corrected earlier.
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Wednesday, April 30, 2014
Tuesday, March 4, 2014
Educational Psychology Post #6
For this post I am going to answer the first question: What are the essential skills and/or learning outcomes you want your students to know and be able to do that relate to cognitive learning?
Memory is going to be the main skill/learning outcome that I want to focus on. I want to be able to teach my students ways to improve their memory and ways that their memory can help them succeed. Today in class, Molly and Drew did their teaching project on chapter 6 and focused on long-term memory storage. I gained a lot of knowledge from their project and I think that it is important to explain to students that memory is in fact an essential skill that they will need all throughout their schooling and in their future careers.
Through cognitive learning students can learn to encode long-term memory in several ways: verbally, visually through images, and semantically. Encoding memory verbally include skills such as knowing your name or your address. Imagery is when information appears perceptually. For example, you see an image of something in your head. Semantically encoding memory is when you are able to understand the underlying meanings.
Today in class I learned some great ways to increase my students' long-term memory storage. I will explain each of them. Reach is the first way. An example of this would be to start class with a discussion instead of a writing assignment. It will help students get their brains going when they first arrive to class. Second is reflect; let students write in a journal answering reflective questions that you have provided them with. Next comes recoding. You could have your students write a summary of what they learned in class that day, and you will check for understanding. Another way to increase long-term memory storage is by giving your students reinforcement. Walk around your classroom and let them know that you notice them doing the write things during work time. Rehearsal is another fun way to increase their long-term memory. As a teacher you can provide fun ways for your students to get their memory working. You can provide them with songs to remember certain concepts or take them on field trips. Along with rehearsal goes review. You can do this by playing games with your students, letting them draw, or giving them writing prompts. Lastly is retrieval which is where you give students a summative assessment.
All of the above are ways that you as a teacher can work to increase their students long-term memory storage. Personally, I feel that they are great ways to work with students. They require students to activate their prior knowledge and build on the knew knowledge you are proving them with while still working to increase their memory!
Memory is going to be the main skill/learning outcome that I want to focus on. I want to be able to teach my students ways to improve their memory and ways that their memory can help them succeed. Today in class, Molly and Drew did their teaching project on chapter 6 and focused on long-term memory storage. I gained a lot of knowledge from their project and I think that it is important to explain to students that memory is in fact an essential skill that they will need all throughout their schooling and in their future careers.
Through cognitive learning students can learn to encode long-term memory in several ways: verbally, visually through images, and semantically. Encoding memory verbally include skills such as knowing your name or your address. Imagery is when information appears perceptually. For example, you see an image of something in your head. Semantically encoding memory is when you are able to understand the underlying meanings.
Today in class I learned some great ways to increase my students' long-term memory storage. I will explain each of them. Reach is the first way. An example of this would be to start class with a discussion instead of a writing assignment. It will help students get their brains going when they first arrive to class. Second is reflect; let students write in a journal answering reflective questions that you have provided them with. Next comes recoding. You could have your students write a summary of what they learned in class that day, and you will check for understanding. Another way to increase long-term memory storage is by giving your students reinforcement. Walk around your classroom and let them know that you notice them doing the write things during work time. Rehearsal is another fun way to increase their long-term memory. As a teacher you can provide fun ways for your students to get their memory working. You can provide them with songs to remember certain concepts or take them on field trips. Along with rehearsal goes review. You can do this by playing games with your students, letting them draw, or giving them writing prompts. Lastly is retrieval which is where you give students a summative assessment.
All of the above are ways that you as a teacher can work to increase their students long-term memory storage. Personally, I feel that they are great ways to work with students. They require students to activate their prior knowledge and build on the knew knowledge you are proving them with while still working to increase their memory!
Monday, February 24, 2014
Educational Psychology Post #5
For this post I chose to answer part a.) How would you define successful mastery of your lesson objectives from a behavioral view of learning? From a social cognitive view of learning?
Our book tells us that behaviorism is a theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships. We can use these behaviorist ideas to understand how we, as teachers, can help students acquire behaviors that surpass the behavior they had when they entered the classroom.
I think there are many different ways that you could define successful mastery of your lesson objectives from a behavioral view. First as I mentioned above, you are shaping your students' behaviors and if you see that their negative behaviors have decreased and that they not have a more positive attitude in your classroom and about their school work, they you have succeeded in that lesson objective that was to better their behavior. You could also look at it from the perspective of classical condition where you have a reinforcement and a punishment. Such as Penny from the Big Bang Theory. Her reinforcer was the chocolate for everything she did something the right way. She learned to master the lesson objective that was given to her. Penny's behavior was not great and everyone was happy. In the classroom you could do this with your students, but in a different way. You can have them all pull out their pencil boxes as soon as the bell rings. They can be rewarded with a smiley face sticker or a move up on the daily chart. If they fail to pull out their pencil box they will not receive the reward. As a teacher you will be able to define that you have been successful in this when every single one of your students reaches for their pencil box as the bell rings.
If your students are able to demonstrate the behavioral view of learning to you after you have taught your lesson, and if they can explain to you what you did while teaching them the objectives I think that is how you see mastery. If you let them experience an activity that involves the behavioral view of learning it will really hit home for them and help them to master that view of learning.
Next, our book tells us that the social cognitive theory is a theoretical perspective that focuses on how people learn from observing others and how they eventually assume control over their own behavior. The cognitive theory includes aspects of both behaviorism as well as cognitive psychology.
In the social cognitive view of learning students can learn from observing others. Goals are a large part of this theory as well and lead to motivation and learning. Students will and can set goals for themselves in what they think their current ability level is. It is your job as an educator to help them feel that their ability increases over the year.
Going off of what I said above, the social cognitive view emphasis the amount of influence peers have on students. The book tells us that students will make decisions about how to behave based, in part, on the responses for which their peers are reinforced or punished. It can be kind of hard to define mastery if your students are concerned with the responses that they will get from others.
However, modeling is also a part of this view. Modeling can be very affective in helping you as an educator define the mastery of your lesson objectives. For example, if you model to the students how to do a math problem and you show them the steps walking them through it, they will have a better understanding of that process. Hopefully they will soon be able to solve that math problem on their own using the steps that you have previously modeled for them. That is how you see if they have successful mastery of your lesson objectives.
Our book tells us that behaviorism is a theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships. We can use these behaviorist ideas to understand how we, as teachers, can help students acquire behaviors that surpass the behavior they had when they entered the classroom.
I think there are many different ways that you could define successful mastery of your lesson objectives from a behavioral view. First as I mentioned above, you are shaping your students' behaviors and if you see that their negative behaviors have decreased and that they not have a more positive attitude in your classroom and about their school work, they you have succeeded in that lesson objective that was to better their behavior. You could also look at it from the perspective of classical condition where you have a reinforcement and a punishment. Such as Penny from the Big Bang Theory. Her reinforcer was the chocolate for everything she did something the right way. She learned to master the lesson objective that was given to her. Penny's behavior was not great and everyone was happy. In the classroom you could do this with your students, but in a different way. You can have them all pull out their pencil boxes as soon as the bell rings. They can be rewarded with a smiley face sticker or a move up on the daily chart. If they fail to pull out their pencil box they will not receive the reward. As a teacher you will be able to define that you have been successful in this when every single one of your students reaches for their pencil box as the bell rings.
If your students are able to demonstrate the behavioral view of learning to you after you have taught your lesson, and if they can explain to you what you did while teaching them the objectives I think that is how you see mastery. If you let them experience an activity that involves the behavioral view of learning it will really hit home for them and help them to master that view of learning.
Next, our book tells us that the social cognitive theory is a theoretical perspective that focuses on how people learn from observing others and how they eventually assume control over their own behavior. The cognitive theory includes aspects of both behaviorism as well as cognitive psychology.
In the social cognitive view of learning students can learn from observing others. Goals are a large part of this theory as well and lead to motivation and learning. Students will and can set goals for themselves in what they think their current ability level is. It is your job as an educator to help them feel that their ability increases over the year.
Going off of what I said above, the social cognitive view emphasis the amount of influence peers have on students. The book tells us that students will make decisions about how to behave based, in part, on the responses for which their peers are reinforced or punished. It can be kind of hard to define mastery if your students are concerned with the responses that they will get from others.
However, modeling is also a part of this view. Modeling can be very affective in helping you as an educator define the mastery of your lesson objectives. For example, if you model to the students how to do a math problem and you show them the steps walking them through it, they will have a better understanding of that process. Hopefully they will soon be able to solve that math problem on their own using the steps that you have previously modeled for them. That is how you see if they have successful mastery of your lesson objectives.
Wednesday, February 19, 2014
Group Difference Forum Reflection
I thought that our GDF went pretty well. Myself, Holly, and Mandy worked very hard to be prepared and organized. However, I felt that the class could have been a little more active in our discussion. We were hoping that they would be more talkative when we asked our open ended discussion questions and when we did the activity with the quotes from our article. Since they did not really speak up or participate, it made it a little hard for us. I think that the three of us worked well together and we split up the work evenly amongst ourselves.
We chose the article that went into depth about The Critical Race Theory. I found it very informative. I also think that it will help me in my future endeavors as a teacher. Racial stereotyping is still extremely prevalent today and I think that as a teacher you need to be well educated about this sometimes controversial topic. The article gave numerous examples that put the critical race theory into perspective, and that really helped me to understand that even if you don't think you are being stereotypical, others may. It is a very fine line, and as an educator you are responsible for making sure that no one crosses that line.
We chose the article that went into depth about The Critical Race Theory. I found it very informative. I also think that it will help me in my future endeavors as a teacher. Racial stereotyping is still extremely prevalent today and I think that as a teacher you need to be well educated about this sometimes controversial topic. The article gave numerous examples that put the critical race theory into perspective, and that really helped me to understand that even if you don't think you are being stereotypical, others may. It is a very fine line, and as an educator you are responsible for making sure that no one crosses that line.
Tuesday, February 11, 2014
Educational Psychology Post #4 Part 2: CSEL Case Study
Elementary Education
Case Study
You engage your third grade students in cooperative learning
activities at least twice a day, changing heterogeneous group members once
every four weeks. You have agreed upon routine procedures that your classroom
community uses within their small groups, including the roles and
responsibilities of group members. Lately you have noticed that one small group
always seems to have difficulty grasping material and completing their project
in an acceptable manner. You observe
this group carefully and find that Lisa seems to be the catalyst for their
problems. She gets angry with others if
she does not get the job she wants and refuses to do her part in contributing
to the group’s learning. She constantly
interrupts others in her group. She does
not pay attention when her group prepares for class presentations.
When creating a continuum of responses for dealing with Katie's misbehavior, I would start out by evaluating her behavior and the ways that she has been acting up in her small group lately. I will pull her aside and speak with her to see what is causing her to act angry towards others and why she feels the need to interrupt others in her group. I will consider other factors that may be going on in her life outside of school and see if those things may have an impact on her attitude towards her group. If that does not work and she doesn't discuss with me why she is acting the way that she is, and if she tells me that nothing different is going on at home; I will try putting her with another group. This will allow me to see how she works with them and will help me to determine if it was just that one group she was in that was causing her to act out badly. Lastly, if those two things do not work, I will make a call home to her parents and see if they have any insight as to why Katie may be refusing to work with her group. I will plan a conference with them so that we can collaborate, working together, to see what Katie's needs are to help her succeed.
Friday, February 7, 2014
Educational Psychology Post #4
For this post I will be addressing part one of the question since we have not yet been assigned a CSEL case study.
I feel that it is extremely important to create a learning environment that is conductive to your students' learning. There are many ways that this environment can be established. It is up to you as a teacher to alter the environment based on your students' needs so that they can learn and focus to the best of their ability.
Since I do want to teach at an elementary level, the ideas that I am going to explore in this post may seem quite simple, but I feel that they will be most effective. First off I think it is important to let your students know the rules of your classroom. Students should know from the very first day of school what you expect of them and how they should behave in your classroom. In class today, we came up with three simple rules for our classroom: 1. Be respectful 2. Always try your hardest 3. Have fun!
Even though these rules are very elementary, they will be so effective in helping to further my students' learning as well as helping you to create the ideal learning environment that you strive for. These rules should be implemented on a daily basis and revised/revisited as problems may arise. It is so important to get students' input on your rules and see if they have any suggestions on how to better their learning environment.
Classroom climate is also a very important aspect of creating a conductive learning environment. I believe that the classroom should be a safe place for my students and that they should always feel comfortable. This can be achieved by showcasing students' work so that they feel a sense of pride, displaying positive visuals to uplift their spirits, and playing music when students enter your class. Those are just a few ideas that I cam up with, but there are countless more ways to create a good classroom climate. If children are comfortable in the classroom, they will work harder and feel better sharing answers or answering questions out loud. You, as a teacher have to set up that classroom for your students. Your classroom should most definitely showcase a conductive learning environment.
I feel that it is extremely important to create a learning environment that is conductive to your students' learning. There are many ways that this environment can be established. It is up to you as a teacher to alter the environment based on your students' needs so that they can learn and focus to the best of their ability.
Since I do want to teach at an elementary level, the ideas that I am going to explore in this post may seem quite simple, but I feel that they will be most effective. First off I think it is important to let your students know the rules of your classroom. Students should know from the very first day of school what you expect of them and how they should behave in your classroom. In class today, we came up with three simple rules for our classroom: 1. Be respectful 2. Always try your hardest 3. Have fun!
Even though these rules are very elementary, they will be so effective in helping to further my students' learning as well as helping you to create the ideal learning environment that you strive for. These rules should be implemented on a daily basis and revised/revisited as problems may arise. It is so important to get students' input on your rules and see if they have any suggestions on how to better their learning environment.
Classroom climate is also a very important aspect of creating a conductive learning environment. I believe that the classroom should be a safe place for my students and that they should always feel comfortable. This can be achieved by showcasing students' work so that they feel a sense of pride, displaying positive visuals to uplift their spirits, and playing music when students enter your class. Those are just a few ideas that I cam up with, but there are countless more ways to create a good classroom climate. If children are comfortable in the classroom, they will work harder and feel better sharing answers or answering questions out loud. You, as a teacher have to set up that classroom for your students. Your classroom should most definitely showcase a conductive learning environment.
Thursday, January 30, 2014
Educational Psychology Post #3: Chapter 11
I think that motivation is very important to have in your classroom and that it can be helpful for both yourself as a teacher and for your students. Today in class we spoke about intrinsic rewards and extrinsic rewards. I think that these have different meanings for different grade levels; however, I believe that both of these types of rewards help to motivate your students.
For example, at an elementary level, extrinsic motivators work great. If you have a points system or a behavior chart, it will motivate your students to work hard so that they don't have to pull a card or so that they don't have to see their name on the board. Stickers are also great extrinsic motivators for young children, and so fun! An example of extrinsic rewards in higher grades would be social rewards. For instance, if you make a certain grade on your test you will get a longer recess or you will get to go to lunch earlier. Things such as those push students to strive to do their best so that they can get that extra little bit of social time.
Intrinsic motivators seen in elementary school for example would be when a child is so excited to tell you what they learned or did on their own. They aren't getting any tangible prize, they are just genuinely happy to share their accomplishments with you. In high school intrinsic motivators can be the students actual love and interest of the subject content. That can go a long way in helping them focus and put their all into their assignments.
For example, at an elementary level, extrinsic motivators work great. If you have a points system or a behavior chart, it will motivate your students to work hard so that they don't have to pull a card or so that they don't have to see their name on the board. Stickers are also great extrinsic motivators for young children, and so fun! An example of extrinsic rewards in higher grades would be social rewards. For instance, if you make a certain grade on your test you will get a longer recess or you will get to go to lunch earlier. Things such as those push students to strive to do their best so that they can get that extra little bit of social time.
Intrinsic motivators seen in elementary school for example would be when a child is so excited to tell you what they learned or did on their own. They aren't getting any tangible prize, they are just genuinely happy to share their accomplishments with you. In high school intrinsic motivators can be the students actual love and interest of the subject content. That can go a long way in helping them focus and put their all into their assignments.
Tuesday, January 21, 2014
Educational Psychology Post #2: Chapter 14
On page 505 in our book, Ormrod shows us the five categories that assessments can fall under. The various forms that educational assessments can take are as follow: informal vs. formal, paper pencil vs. performance, traditional vs. authentic, standardized vs. teacher developed, and criterion-referenced vs. norm-referenced.
Informal assessments are spontaneous, unsystematic, day-to-day observations of how students perform in class. For example, if a child in your class asks you why it snows in the winter but not in the summer. Them saying this shows you as a teacher that they don't understand the seasons and the weather patterns very well. As a teacher, you can then focus on making sure that your students are all clear on what types of weather and temperature patterns are seen during the different seasons. Formal assessments on the other hand are preplanned, systematic, data gathering ways to see what your students know and what they can do. An example of a formal assessment would be giving you students a math test in order of operations. There will be a particular time set aside for the assessment, students can study or "prepare" for it ahead of time, and it is intended to yield information about particular instructional goals or content area standards.
Paper pencil assessments are assessments that involve the students giving written responses to written items. For example, a writing assessment. Students are given a written prompt and they must give a written response to that prompt. This helps you as a teacher see where your students are in terms of their writing skills and it helps you determine if they can portray their ideas in a written form. Performance assessments are assessments in which students show their knowledge and skills in a way that is not written. For example, an oral presentation in a speech class or identifying rocks in a geology course. If I wanted to assess my students' public speaking skills, performance assessments would work great!
Traditional assessments focus on measuring basic knowledge and skills separate from real world tasks. Spelling tests as an example of a traditional assessments. Authentic assessments assess the ability to apply learning to real world tasks. These assessments are based on non-written performance and closely integrated with instruction. Examples of an authentic assessment are baking a cake, or parallel parking a car. If you wanted to teach students how to bake a cake, they would have to purchase the supplies, measure the ingredients out, and then determine how to mix ingredients as well as bake the cake. Classes such as Home Ec. are great for authentic assessments.
Standardized tests are developed by experts for use in many schools. These types of tests are more broad. Examples include the TCAP test, Gateway tests. ACT/SAT type tests, and standardized writing assessments. These types of tests can be helpful in assessing students' general achievement and ability levels. Teacher-developed assessments are assessments that are developed by teachers for their own classrooms. Vocabulary tests are an example of this. Teachers use these types of assessments to make sure that their students can apply what they have been learning. They are tailored towards their students, and they can really help teachers to see what topics they should spend more time on and which topics their students are excelling in.
Criterion-referenced assessments indicate mastery or non-mastery of specific topics. For example if a spelling test was composed of 25 spelling words, a score of 25 would be a perfect score, a score of 20 would mean that the student got 20 words correct, and so on. In doing this, the teacher would know precisely which words each student does and does not know how to spell. I think this is great because teachers are able to see their students progress and see which words or types of words in this case they may need to spend some more time on. Norm-referenced assessments compare students' performance to that of their peers. For example, a 9th grade nationwide math test yielding percentile ranks that indicate how well each student has performed in comparison with other 9th graders around the country. There are some problems with this tactic. Such scores as these don't tell us specifically what students have or have not learned in math. What they will actually tell us is how well each student stacks up against students in their same age or grade level.
Informal assessments are spontaneous, unsystematic, day-to-day observations of how students perform in class. For example, if a child in your class asks you why it snows in the winter but not in the summer. Them saying this shows you as a teacher that they don't understand the seasons and the weather patterns very well. As a teacher, you can then focus on making sure that your students are all clear on what types of weather and temperature patterns are seen during the different seasons. Formal assessments on the other hand are preplanned, systematic, data gathering ways to see what your students know and what they can do. An example of a formal assessment would be giving you students a math test in order of operations. There will be a particular time set aside for the assessment, students can study or "prepare" for it ahead of time, and it is intended to yield information about particular instructional goals or content area standards.
Paper pencil assessments are assessments that involve the students giving written responses to written items. For example, a writing assessment. Students are given a written prompt and they must give a written response to that prompt. This helps you as a teacher see where your students are in terms of their writing skills and it helps you determine if they can portray their ideas in a written form. Performance assessments are assessments in which students show their knowledge and skills in a way that is not written. For example, an oral presentation in a speech class or identifying rocks in a geology course. If I wanted to assess my students' public speaking skills, performance assessments would work great!
Traditional assessments focus on measuring basic knowledge and skills separate from real world tasks. Spelling tests as an example of a traditional assessments. Authentic assessments assess the ability to apply learning to real world tasks. These assessments are based on non-written performance and closely integrated with instruction. Examples of an authentic assessment are baking a cake, or parallel parking a car. If you wanted to teach students how to bake a cake, they would have to purchase the supplies, measure the ingredients out, and then determine how to mix ingredients as well as bake the cake. Classes such as Home Ec. are great for authentic assessments.
Standardized tests are developed by experts for use in many schools. These types of tests are more broad. Examples include the TCAP test, Gateway tests. ACT/SAT type tests, and standardized writing assessments. These types of tests can be helpful in assessing students' general achievement and ability levels. Teacher-developed assessments are assessments that are developed by teachers for their own classrooms. Vocabulary tests are an example of this. Teachers use these types of assessments to make sure that their students can apply what they have been learning. They are tailored towards their students, and they can really help teachers to see what topics they should spend more time on and which topics their students are excelling in.
Criterion-referenced assessments indicate mastery or non-mastery of specific topics. For example if a spelling test was composed of 25 spelling words, a score of 25 would be a perfect score, a score of 20 would mean that the student got 20 words correct, and so on. In doing this, the teacher would know precisely which words each student does and does not know how to spell. I think this is great because teachers are able to see their students progress and see which words or types of words in this case they may need to spend some more time on. Norm-referenced assessments compare students' performance to that of their peers. For example, a 9th grade nationwide math test yielding percentile ranks that indicate how well each student has performed in comparison with other 9th graders around the country. There are some problems with this tactic. Such scores as these don't tell us specifically what students have or have not learned in math. What they will actually tell us is how well each student stacks up against students in their same age or grade level.
Sunday, January 12, 2014
Educational Psychology Post #1: Introduction
I really enjoyed our first class session. I liked the fact that we took the time to really get to know one another. I am very interested in learning more about educational psychology in terms of urban/multicultural types of schools as well as schools with lower poverty levels and how you go about being an effective teacher in school systems such as those. Since I am in the urban multicultural cohort this is something very near and dear to me. I think it is important to learn how to work in those types of classrooms so that you can be the positive light that those children need in their lives. Also, I am interested in learning more about learner diversity. I think that can be a huge issue for teachers today. How do you deal with that and what are the most effective ways to give all of your students the best education possible?
I would like to get a sense of confidence for when I go into the classroom. I feel that looking at research and being able to really understand that research will help me to be a more effective, confident teacher. I would also like to get new knowledge that will help me be successful in taking my PRAXIS exam next year. I feel that after this course and after I take each exam I will have a better understanding of what will be on the PRAXIS test, and therefore I will make a better score on it.
I think this class will definitely help me in my future profession. As I mentioned above I want to gain more confidence about teaching and having my own classroom. I think that since I am in the urban cohort this course will be very beneficial to me and I will learn so much about how to incorporate certain aspects into my teaching and what the best teaching style would be for me to use with the students that I am working with. I am so excited to start learning more and can't wait to see what my future in education holds!
I would like to get a sense of confidence for when I go into the classroom. I feel that looking at research and being able to really understand that research will help me to be a more effective, confident teacher. I would also like to get new knowledge that will help me be successful in taking my PRAXIS exam next year. I feel that after this course and after I take each exam I will have a better understanding of what will be on the PRAXIS test, and therefore I will make a better score on it.
I think this class will definitely help me in my future profession. As I mentioned above I want to gain more confidence about teaching and having my own classroom. I think that since I am in the urban cohort this course will be very beneficial to me and I will learn so much about how to incorporate certain aspects into my teaching and what the best teaching style would be for me to use with the students that I am working with. I am so excited to start learning more and can't wait to see what my future in education holds!
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