Graduating Valedictorian - April 26, 2013

It has taken me a while to be willing to write about my graduation experience.  While I definitely loved having over 1500 pairs of eyes on me, I was surprised at how calm I remained.  I am truly shocked that my voice didn't quiver, or that I didn't melt into tears (and ruin my makeup!) The whole experience was so surreal, it felt like I had known from the very first day at UVU that I would be sitting there.  Well, actually the idea had crossed my mind from day one and it became a secret ambition which I shared with only my mother and my closest friends--because no one really TRIES to get a perfect GPA in college except for the med students, right?

Backstage at graduation... just a few mins before go time!

Maybe I just believed that I could become Valedictorian for long enough that it came true for me--at least that's what the positive psychologists would have you think, since visualization actually works.  Maybe I am just living the American Dream; after all if you want something bad enough to work harder than anyone and everyone else, you'll reach your goal--but no; that's what the social psychologists want you to believe happened.  Maybe I made a deal with the devil and traded my brain with a robot so that I could manipulate everyone into thinking I'm the smartest person in the whole school... No... That's what BYU students want you to believe happened. har har har.....

What really happened is that God answered my prayer.

Because, in all honesty, I prayed to become Valedictorian so that I could give a speech that would reverberate around the whole world.  I wanted to give a speech that would reach my family--my whole family, everyone from Grandpa Lee in Mendon, to my Uncle Jim in Heber, to my brother in Pennsylvania... but more importantly to my father in Abu Dhabi.  When I left Abu Dhabi, I made a promise to my Dad that I was going to work as hard as I could to succeed in school and graduate, no matter what.  But I also had made a promise to my Heavenly Father that I would do my best to get married too.  The Lord told me that I had been too stubborn and that was why many of my relationships had failed, but he promised me that as I went to school in Utah, I would be married, because that was what my heart desired.

When I left Abu Dhabi, I felt so terrified to be out on my own away from the protection of my family again.  But I also felt exhilarated to have another chance to graduate and to repent for taking my first chance too lightly (I played too hard at Westmini, like every Freshman and Sophomore does.)  When I went to UVU, I thought of myself as a Senior, because in a lot of ways I already was everyone's senior (cuz I was older!)  So naturally, I felt comfortable being a leader in my classes, taking every assignment seriously, and building a good relationship with my professors.  I did my best to be the best student in every single class I attended.  Many of my classmates would be happy to attest that I did not turn anything in unless it was perfect.  I would rather re-write an entire group paper than turn-in something poorly written and not as well crafted as my best--yes, I made some enemies doing that, but in the end they always thanked me for the big, fat A they got.  (I always said, "Don't worry, we'll get an A," whenever someone freaked out that I was being too honest, or too bold or too dull... but I learned a long time ago that everyone hates their job--even teachers--and the reward for being a teacher is to be surprised by their students.)  Don't get me wrong, I did plenty of procrastinating too (still haven't broken that old habit!) But I also did a lot more thinking about my assignments before I tackled them.

My friend, Jace, and I at the Commencement Ceremony

I too was surprised, but not by my As.  When I first got to UVU, I thought that it would be easy to be the best in the class because I thought that no one there cared about their education.  I looked around the school and saw a TON of Freshman and VERY FEW Seniors. Though there were people of all ages who came through (babies and elderly are both common on UVU campus!), I saw very few leaders who were actually doing something meaningful.  I felt that not enough of the Seniors saw the influence that they COULD have on their school, so I thought, "I'll show everyone how to be a great LEADER!"  HA!!  I'm so naive sometimes.

In all reality, I was surprised by the quality of students I found at UVU.  As I talked to my peers and really opened up to them about my life, they became willing to share some details of their lives too. I can honestly say that some of my life-long friends were made on that campus because I know that UVU breeds students who are trustworthy, hard working, and honest.  I once left my cellphone in a bathroom stall and it found its way back to my desk!  I talked to many students who worked full time, were married with children, had a large church calling, and were enrolled in 15 credit hours!  Who at BYU, or the U, or even Utah State does that?? Who has the ability to get good grades in that kind of a situation? The more I learned about the sacrifices our students were making to come there, the more I respected the students and the more I loved my school.  I am now a Wolverine for LIFE and I bleed GREEN (in a school that has no Football program---yet!)

My cousin, Darci, and me with Willy the Wolverine!

Because I made just as many friends as enemies, I was always creating a stir, wherever I went.  I like to create a new current in a room. I like it when I can get the air charged, almost like you can taste the electric shock on the tip of your tongue.  I did that in every class, at least once.  Sometimes every day, in some classes.  I would whisper in my friends' ears jokes about what we were learning, just to see if I could get them in trouble for laughing too much. If they laughed hard enough, then I would get to tell the whole class my joke!  What an awesome reward for being a "bad" student!

One of the experiences at UVU that made me feel very successful was when I went to Nationals with Collegiate DECA. I had never been in DECA before. In fact, I had never wanted to be in DECA in high school.  A friend tried to recruit me, but it didn't sound as fun as choir, theater or art class, so I didn't check into.  This time, my professor insisted that I get involved--for the sake of my future career.  So I thought, "But I don't have any time for it!! I'm already doing too much!"  I even asked my professor Colleen Vawdrey if it would be worth it for me to go to the club meeting. She promised me that it would, so I went, begrudgingly.  Needless to say, I had so much fun getting involved and making new friends that year.  I met so many awesome people and took home some major awards!

DECA Friends before the Jazz game!
(from left: Michael, ??, me, ?? Dan, Grace, ??)

Winning 1st place in Fashion Merchandizing and Marketing made me feel like a rockstar!!!  I think the most shocked person up there was me!  I thought I would be lucky to be in the top ten, when I got that, I thought I would be lucky to be in the top three.  When I was announced as the winner, I was so surprised! When I asked the girl in second place what school she attended and she said, "The New York Fashion Institute" I seriously thought she was kidding at first. I wasn't even enrolled in an art of design major! I just picked the category that sounded like the most fun to me! I honestly had no intentions of winning when I signed up. Oh, and I only got 2nd place in that category at State, so there ya' have it -- it really does take some losing to make a winner!

Another very special experience for me was the day I finally got to eat lunch with President Matthew Holland. It was rumored that he would often sit with students whenever he ate in the cafeteria, so I had hoped this day would come in the beginning.  Instead, I'm happy that it happened at the very beginning of my last semester on campus.  I was so happy to finally tell him all the important, fun and exciting things that had been happening as a student, and as a staff member at UVU.  It was so nice to be seen differently from the other students and to be heard by the most important decision maker for the school.  I told President Holland that he had done an excellent job in improving the seriousness of the academics at UVU and that he would be continually surprised by the ambition of the student body. (I also hinted that we should get a football team, but I'm sure he already knew that! Then, I practically begged him to ask his Dad come and speak to the Institute on campus.)

I was also blessed to tell President Holland about the time that I met his father, Elder Jeffery R. Holland, in Abu Dhabi.  When I first told him that my Dad knew his Dad, he looked at me like, "Really, you're going to try that too?  Everyone tells me that line." But when I mentioned my Dad's name and where he lived, his eyebrow narrowed and I could tell that he was truly curious. I really love curious people; they are so much more interesting to talk to.  I mentioned that my parents most likely would not be able to attend my graduation ceremony and that I was having a hard time feeling celebratory when I was so desperately homesick.  I even confided in him that I had set a goal to become Valedictorian and wasn't sure if that would even happen now. I think at this point he asked about my grades. I told him they weren't "perfect, but pretty darn close." He said "How close?" and I said, "3.95."  He looked at me as if to say, "That's good enough." I told him that I was having a hard time choosing which college to put on my graduation form (I was technically part of three different schools: Woodbury Business, College of Technology and School of Education.)  He said to put down the one where my heart was, and I thought of all my friends in the BMED program. At that point, I knew I would want to be with my small little group of friends, who had worked so hard and gotten so little recognition.

The BMED Gals (from left: Chelsea, Melissa,  Kate & Me)

One more thought about my college experience at UVU: It wouldn't have been the same without all the friends I made in the singles wards.  I can't name them all because there are too many, but they're all on my facebook, so I don't think I'll ever loose them.  Cheers to success with friends! :)

Lovely lady friends from Ward 202 Party Crew at the
Ward's 1st Film Festival
(From left: Bredee, Me, Teddy & Alena)

Student Teaching - Day 65

Well, now that it's done and over, I have to say, it was worth all the sweat, tears, sleepless nights, anxious mornings and semesters of planning.  I really had a blast (even though that last sentence makes it seem really painful--but it mostly applies to the semesters leading UP to my Student Teaching.)

Today, Mrs. Josie surprised me with a book of notes from my students.

Book Cover

Honestly, I shed a few tears (some of laughter!) but all the notes were very sincere and sweet.  I'm going to miss everyone!  Here's a few of my faves just for kicks and giggles:

From a student who claimed to hate computers.

From his friend who loved computers and was VERY good at them.

From all the TA's

From a sweet girl obsessed with Cody, obviously.

From a student who had a traumatic experience at the begging of the semester.
She is seriously the braves girl in that whole school.
(Also very classy, sweet and smart.... and talkative.)

From an awesome TA who worked with me for two class periods.

From my students, some with disabilities, all of whom worked VERY hard to succeed in class!

From the Cody previously mentioned.
He was a sweet kid (even if he did flirt with all the ladies to the point of distraction -- which
was a problem that we worked together on until we were both happy with the arrangement).

In all reality, I am surprised at how easy it was for me to get into a groove.  It's like I got started, got busy and then looked up only to find that that I was at the end.  I am really grateful I had some serious support to make it fun.  Thanks to my cooperating teacher, Josie Reynaud, I can say that it was an amazing experience and very fun to complete!  She told me in the very beginning that the best way to keep my sanity was to go to lunch with her and the ladies every day.  Boy was she right!  Getting to know the Lunch Bunch (a group of VERY fun ladies who probably wish to remain anonymous!) made the time go faster and helped me to laugh at the stuff that didn't really matter.  I found that their friendship made me want to work in a school more than anything. It was nice to have teachers and staff members see me as a co-worker, even though I was a volunteer.  Thanks to everyone at SHHS who made me fall in love teaching!

Student Teaching - Day 63

During the first two weeks of class, I was required to record myself teaching.  That part wasn't very painful, but watching the video sure was!  In my last week of teaching, I decided to record my accounting class and see if I've made any progress.  I chose to use my accounting class as the test because it has been my most difficult subject to get a handle on.

Below is my reflection on both videos:

Recording # 1

1. What do you feel was successful in your teaching?

I had a good idea to get students involved.  It was clever to put the information at the student’s level so that they could connect with it.  I also did an ok job of explaining the concepts, though it would have been better to have more vocabulary.

2. What do you feel could use improvement in your teaching?

Everything!  I feel like I was not a very “with it” teacher in the video.  I look confused and like I don’t know what I’m doing and I feel really bad for my accounting class and how they’ve put up with my bad teaching.  I feel like I wasn’t teaching, I was just fumbling everywhere. I also talk too much to myself.  And I do too much walking back and forth from the front to the back because my materials were not together.  I also turned my back to the class while writing on the board.  I also had terrible wait time.

I had no idea that the student I wanted to involve (Porter) was just flirting with the girl in the front row the whole time.  I feel like every time I turned my back or was busy organizing my materials, he walked over to flirt with this girl, was talking to her, or getting her to walk over to him.  Not to mention him waving to the camera after finding a Kleenex.  I can’t believe that I was missing that the whole time!  I feel so oblivious!

I also noticed that it took me 15 minutes to get class going! If I was better prepared, then I could have used that time more wisely.  When I did get it going, I didn’t demand that people stop talking – or take over their screens to help them focus.  My introduction also took about 15 minutes instead of about 5 minutes. And it took me five minutes to get the document camera going.

3. What are your goals for improvement based on this experience?

I would like to develop better vocabulary to explain the concepts more clearly.

I would also like to do a better job of managing student behavior.

I would like to manage the technology and my materials better so that class runs more smoothly.

I would also like to use students’ names to reinforce correct information.

Recording # 2

1. What do you feel has improved in your teaching?

I feel that I am doing a better job monitoring the classroom, there was not as much wandering around and the students were doing a great job at focusing and going along with me.  I also did a better job of using their names to reinforce learning and I did a good job of listening to student responses.  I also did not get as confused with the content. I was much better prepared for this class than the lass class.  I also did a much better job of managing my materials and did not walk back and forth as much as the last class.  I was more clear in my directions and my transitions into activities were much smoother.

2. What areas do you feel could use improvement in your teaching?

I could do better at student recognition and letting the students shine when they have accomplished something difficult.  Students had just taken a test and I forgot to congratulate those who had done very well.  (I also did not say thank you to my student volunteer, or give him professional development bucks for helping me out!)

I could improve more by being better prepared with the material and practicing explaining it to myself a few times before I try to explain it to my students. I kind of got off track in my lecture, but I did do a better job of getting back on track to get class finished.

I did a good job giving hints that will help with the homework, so that students will not get confused (Ex: what recommendations to make to lower expenses).

3. What are your professional goals based on this experience?

I would like to develop more procedures to give students recognition in class.

I would like to study Accounting more so that I can be more comfortable with my content.

I would like to build stronger Teacher-Student relationships and do what I can to help them be successful.

I would like to relax, smile, have fun and be myself more in class.  It took me a long time to finally get comfortable enough with what I’m doing to have fun with the students.

I would like to find a more relaxed pace and not go too fast for the slower students.

I would like to develop more of my own curriculum pieces to help students learn to problem solve and get more creative in class.

Student Teaching - Day 59

Wow!  I made it to Spring Break!!  YAY!!!

I have so many goals I want to accomplish with this week of free time! I've made a huge to-do list of all the things I need to do before I can graduate (coming up in 26 days!):

• Make a graduation invitation on facebook 
• Complete the Utah State Ethics review online
• Write my Graduation speech (I told you guys I was elected Valedictorian, right?)
• Complete my interview assignment (I basically will give myself a job interview to prepare for future teaching positions -- post in the comments if you want to see it when it's done!)
• Complete the grading assignment (I interviewed some teachers on their grading philosophies, feel free to read it here)
• Complete Part III of my Senior Project.
• Write my management case studies.
• Make a vlog?

Well, the Vlog probably won't happen because I also have a huge to-do list for the wedding.  It includes:

• Take my dress to the alterer
• Drop off my ring to be resized (and pick it up a week later)
• Go to my bridal shower at UVU
• Go to my bridal shower in Logan
• Keep bleaching my teeth!
• Get some much needed rest!

Not to mention that I need to finish some projects for my students:

• Grade Excel Projects
• Prepare for Accounting lessons
• Prepare review for Excel Test
• Update Canvas pages for the rest of the term!

Let's hope I can get all this done and be ready to finish my student teaching with a BANG!

UPDATE:  I got really sick two days after writing up this list.  I think I finished about half of the items and managed to drag myself through the other half.  Thank goodness that I had time to just lay in bed and relax!  I guess I accomplished one of the goals for sure!

Student Teaching - Day 45

Sorry to disappoint, but videos will be rare from here on out.  Student teaching is taking up a lot of my energy and free time.  I don't think I will survive.

It's not that the kids are wearing me out or anything.  In fact, they are really great kids.  They rarely misbehave, and when they do it is usually because they are flirting with each other.

No, it's the wedding planning and being away from my fiance that are killing me.  Every day, I go to school and I teach and give and am selfless, and then by the time I get home, I have tons of emails, texts, phone calls and errands to run for the wedding planning.  Then of course, I want to take time to talk to my fiance, so by the time everything is in a stable condition (No! Not crossed off the to-do list!  Just in a manageable place!) I get to go to sleep and wake up and do it all over again. 

I have no idea how teachers have a life outside of their jobs.  I feel like I could always be tweaking and improving my instruction methods and course ideas.  Or grading.  Or building better student-teacher relationships. Or contacting parents.  Or brainstorming with other teachers.  There is just so much to do and so little time to do it!

So many days I send my students out of class and I wonder, did I really teach them anything?  What did they get out of today's lesson?  Do they feel that the work they are doing is important for their success in life, like I do?

Luckily, these questions don't keep me up at night.  Nothing does!  I'm too tired to think, I usually just collapse at the end of the day.  I can't keep this up forever, but I feel like it is worth it to pour my heart into my teaching and do my really best.  The good news is there are only 20 days left!  I hope I use them well!

Student Teaching - Day 33

"I was told that I had to give grades to the students, which I wasn't particularly interested in doing."

--Merce Cunningham

Today I interviewed some teachers about their grading philosophy.  Feel free to read the results below:

-->

Part I – Interview A

1.     Mr. Downey teaches Spanish and PE to sophomores and juniors.

2.     Mr. Downey believes that prompt feedback is very important. When they do a worksheet, he goes over it the same day with them in class.  For tests, he tries his best to have it back by the next class period (which is two days).

3.     Everything is graded, but often students grade their own work.  Sometimes it’s based on completion, but this way, students still have the opportunity to learn from their mistakes.

4.     His grades are based more on results, though there are opportunities to raise their grades by completing the assignments.  Some worksheets are graded on completion and others on accuracy.  The tests are based on results and are more heavily weighted than the assignments.  He does offer retakes on tests, so students can demonstrate learning with more practice, which is grading on effort and results combined.

5.     He believes that it is more important for students to know the material, so he accepts late work.  If the assignment is important enough he may set a deadline and accept it for full credit for 2-3 days; after that it earns half credit.  He’ll accept late work up until the unit is over.

6.     No, he doesn’t have participation points in Spanish.  In PE he does – but then it’s most of their grade.  In his Spanish class he does take time at the end of the term to go over the breaks in the grade and bump up students who are courteous, on time, as good questions and the like.

7.     Do it immediately – keep everything current.

Part II – Interview B

1.     Mr. Moody teaches English to juniors and seniors.

2.     He always updates SIS at least once per week.  Mr. Moody also assigns between 1-2 graded papers or tests per every class period, making sure that it is consistent with the unit and something they need to know.

3.     Everything is graded because students are smart and they know if it is not graded and then they believe that they don’t have to do well.  One of the major assignments is a 46 page research paper, which he goes through thoroughly to help students understand how to format large works.

4.     Ninety-nine percent of students’ grades are outcome based.  Mr. Moody recommended being very careful with credit for doing it because it deteriorates students’ ambition and desire for accuracy.

5.     Mr. Moody’s late work policy is very interesting.  At the beginning of every semester, he is very clear about his expectations and lays out the three scenarios for late work.  He explains it to students this way:

a.     If you are here the day the assignment is given, but you are absent the next time, you will turn it in when you come next.

b.     If you were absent the day that the assignment was due, then when we grade it in class, you will stay in the hall and then be prepared to turn it in next time.

c.     If you were here the day the assignment was given and the day that it was graded, but you did not complete it fully, then you may complete it for half credit.

I really like the way that he explains it from the student’s perspective.  He also takes great care to score everything at the beginning of class so that students who need more time could do it at home and that everyone can be prepared for learning today.  He said, “If you are clearer on your expectations, it makes less work for you.” 

6.     No, there are no participation points, but there are attendance points.  In the past at Payson High, he had a hard time getting students to come to class because so many parents would just excuse their students.  An unexcused absence is worth 6 points and a tardy is worth 4 points.  So students who are not on time will see it appear in their grade.  Yes, his policy is clearly explained every semester and it is in his disclosure.

7.     Best advice: Don’t let it pile up!  Do it every day! (Or at least every other day!)  There is no short cut.  Be efficient. Make-up work is the worst, but it’s unfair for us not to accept it from a student.  Just be clear and be consistent.

Part III – My Grading Beliefs

            Balancing between efforts and results seems impossible sometimes, but I believe that they can complement each other.  For example, on assignments, it is important that students really try their best and complete the work in front of them.  But to track improvement, it is also very important that they can demonstrate results on tests.  I will use a mixture of both because I believe it gives a fairer picture of what the students are capable of accomplishing.  In the business world it is all about results, but it is often the employees that give their best efforts that achieve those results.  So it is important to value both in the classroom.

            I will equally weigh assignments and tests because in the real world, it’s all about whether you can do the work and whether the work gets results (improves over time).  My break down will be similar to my cooperating teachers because it really fits the goals of a business department:

·               On Time Quizzes (20%) – like an attendance or participation category

·               Keyboarding (10%)

·               Assignments (30%)

·               Tests/Quizzes (30%)

·               Professional Development (10%) – requires students to take on outside projects that encourage students to gain professional experiences.

My late work policy will be to accept late work until the last day of the term.  I don’t like fighting students or disappointing them when they have turned something in after the fact.  I would rather count it and give them an opportunity to demonstrate their learning.  My cooperating teacher had the policy that you could complete it for up to one week late, but the second week it would be half credit and on the third week it is no longer accepted.  I find it so hard to keep track of and I just didn’t see how it helped the kids who really struggle.  On the other hand, if I did decide to adopt a more strict late policy, I would be sure to explain it to the students in terms of the working world.  For example, if you complete a report a few days late, your boss may not mind, as long as you discussed it with them ahead of time.  But if you come to your boss a month after the report was needed, they are going to look at you like your crazy because by now they need this month’s report – not last month’s report!  So I may decide to be strict later, but for now, I would rather help students succeed, no matter when they are ready.

I will allow test to be redone and any major assignments.  I have found that most students do not want to redo an assignment, so it is not that much more to allow them to redo them.

I do not like offering extra credit; however, I do like the idea of offering extra credit in the Professional Development category – because one can never have too many opportunities to grow professionally!

My plan to provide feedback to students is simple. Grade everything right away.  I plan to employ several TAs to help with grading the simple assignments and giving feedback on formatting.  I plan to grade the tests immediately and have them back to the students by the next class. I really like being able to share in student successes and give rewards to students who succeed so I value giving timely feedback.

Student Teaching - Day 30

I found out today that one of my students did indeed record our lesson on Making a Post!
I am flattered that he found it funny how I dance around the classroom looking like a fool.

But more importantly, I hope that he remembers the lyrics to our song on the test!

The song was originally titled, "I Take A Walk" and was written by Passion Pit.

I rewrote the lyrics to help my students remember the steps for accounting.

Student Teaching - Day 27

Today was great!  I felt more relaxed, had more fun and got to know more students.

I am really starting to enjoy getting to know each student and their personalities.

I keep seeing students who were behind or struggling come in after school and during lunch, so I feel like I am making a lot of progress and helping them to improve.  

Funny story: 
Last week I caught one of my students sluffing his English class and I told him that I had lost some trust because it wasn't very responsible for him to leave his group hanging and have to do a presentation without him.  I told him so when he asked to use the restroom.  Today, he came and asked me to use the restroom and before I could respond with my usual, "Yes, please just take the hall pass and be fast," he blurts out, "Don't worry!  I'll come back!"  I let my guard down and laughed really hard because I had totally forgiven and forgotten last week's experience.  But I'm glad to know that he's still looking over his shoulder!

FBLA / PBL story:

Today I got to be the backup guest speaker for the FBLA luncheon.  I talked about my experience with PBL in San Antonio, Texas and helped the students to strategize their competition time by breaking it up into smaller chunks.  It is fun to see students at the beginning of their professional experiences and be there to encourage them.

Student Teaching - Day 19

I made this video on Friday, but I've had a hard time getting it to upload. (Huge file sizes are a pain!)

Luckily, this video explains how I feel about school this week too.

Today I got a canvas email from a student that said "your so cool." 

Wrong use of your, but it still made my day!

Getting to know the students has been my favorite thing.

Here's to the next 40 days! :)

Student Teaching Day 15

I have had a lot of fun with the students in the past week!

It's been great to get to know their names and see them learning!

Now I'm over the winter blues and ready for spring.

Stay tuned!  Feel free to post your comments below!

Student Teaching Day 7

Stay tuned for more details!  Luckily, I don't teach tomorrow, so I hope to get back some energy!

* Sorry this video ended a bit abruptly, but I was just going to whine about doing homework, 

so count your blessings!

Have a blessed day!  See you next time!

Student Teaching Days 4 - 6

The last three days of the Term have been quite eventful!  Stolen candy bars, students barely passing, faculty meetings and of course, GRADING!   I want to know how I can avoid the assumption that all students are dumb.  Comment below and give me your tips!  Thank you!

Student Teaching - Day 3

Thank you for all the support! Knowing people are pulling for me will help me get through the hard days to post!  I found out today that my first formative observation from both my university supervisor and my coordinating teacher will be on January 22nd.  Got a lot of work to get ready for that!  I'll keep you posted!  Tomorrow is my first faculty meeting! 

Student Teaching - Day 1

I hope you enjoyed hearing about my first day of student teaching!  I'll be sure to share funny stories when they happen.  Feel free to post your comments below!