Reader Response Blog

Touchstone

In my Momma’s Kitchen

Part one:

Nolen, J., & Bootman, C. (1999). In my momma’s kitchen. New York: Lothrop, Lee & Shepard.

Scholastic recommends this Fiction for grades pre-k thru Third grade.

Part two:

This Fiction is touchstone book appropriate for pre-kindergarten through third graders. This story is about a girl and her memories of her mother’s kitchen, these memories are written in short stories. Her best memories of her aunt Emma’s wedding, or her sisters Nadine’s letter of acceptance to the university. All of her warm, fun and delicious childhood memories are centered out of this loved kitchen in her home. The author uses well-developed sentences structure and an advanced vocabulary that fits great in these stories telling stories which occur in the Momma’s Kitchen. Each short story is telling a memory that builds on each other, putting the book together. Each story comes with beautiful and colorful illustrations. This story incorporates family life by connecting them to the kitchen as a central gathering place in her home. 

Part three:

The story is non-linear, the point of view if from a girl, name unknown. There is not a lot of information of the narrator, besides she’s a child and they are African-american There is a cross-cultural view from a African American family, who are a low-income home. There is no timeline that is attached to the stories either. The stories are told in a unknown timeline directing to the childhood memories of her Momma’s kitchen.

Part four:

Lesson objective: The reading literacy standard covered is RL.3.5, which in the objective form is; Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Standards-based lesson activity: A writing lesson plan for third graders would be for students to write a journal on a special place in their home. This would give students the insight on other cultural homes and families. The journal question would be; How does a special place in your house encourage friends and family to talk and enjoy each other’s company? Another activity would be to reencounter a time that they went to visit a family member or a friend and journal their observation, what room were they in? What did they eat? Lastly, a lesson suggestion is to have the student write about fun, warm and playful memories and where did they occur?

Discussion questions based on the book: 

What do the short stories together tell you about the family’s kitchen?

What makes the kitchen so special?

Some outside resources for other ideas:

https://www.scholastic.com/teachers/books/in-my-momma-rsquo-s-kitchen-by-jerdine-nolen

https://www.teachingbooks.net/tb.cgi?tid=45737

Caldecott

Madeline

Part one:

Bemelmans, L. (2016). Madeline.

Scholastic recommends this Fiction for grades pre-k thru second grade.

Part two:

Story takes occurrence in an orphanage in Paris during the early 1900’s. Madame Clavel is the mistress of the house where there’s twelve girls. Madeline is the smallest of them all and the bravest. She’s not scared of anything, she is not even scared of the doctor. Madeline gets sick and needs to stays away from the orphanage. She gets a visit from the eleven girls and Madame Clavel. Madeline shows them her scar.

Part three:

The story is linear, told in third-person narrative.. There narrator doesn’t give a lot of information, it gives the reader the setting, Paris. The book is an old and classic, which won’t relate to the new generation. Theres not a lot of information of boarding schools or orphanages. The book is directed to girls, since its a home for twelve girls. The wording is simple for the evolving readers.

Part four:

Lesson objective: The reading literacy standard covered is RL.2.3, which in the objective form is; Describe how characters in a story respond to major events and challenges.

Standards-based lesson activity: A writing lesson plan for third graders would be for students to write a journal on How do you show your confidence to others? including body, health & nutrition. How did Madeline respond to the major events in her life in a hospital bed? What kept Madeline’s spirit up?

Discussion questions based on the book: 

Madeline is a brave, little girl who lives in Paris. Would you like to travel to France?

Have you had a surgery or spend the night at the hospital? How were you courageous and/or brave?

 

Some outside resources for other ideas:

Madeline by Ludwig Bemelmans | Scholastic. (n.d.). Retrieved April 07, 2017, from https://www.scholastic.com/teachers/books/madeline-by-ludwig-bemelmans/

http://www.madeline.com

Batchelder

Part one:

Liniers, . (2015). Written and drawn by Henrietta. New York: TOON Book.

Scholastic recommends this book for grades first thru fifth grade.

Part two:

When introduced with a box of color pencils, Henrietta was ecstatic. She was ready to draw and write her own story. She wrote and drew even scared herself while doing so. She was writing a book of comics. The book is definitely set up as a graphic novel, but it is being developed by Henrietta and the reader. It shows the reader the capability of making your own comic book or graphic book. Its awesome and with bright colorful pages. Henrietta gets lost in this project she’s creating. She even gets scared on some parts, demonstrating the dedication and commitment she has to her story.

Part three:

The story is linear and developed by a first person point of view. Henrietta is a young developing artist, who just received her first set of color pencils. She discovers that she wants to make a story of a three headed monster and his adventures. This is a story that originally was made in Argentina by an artist who does the news paper comics. This is a well-developed story, but the authors background is needed to understand the storyline. For example, the three headed dragon represent his three daughters. Each of his daughters personality is played out in the monster.  I really enjoyed Henrietta’s process of creating this book; she brainstorms, draws, and writes. She talks to her cat Fellini, its a raw state of her writing and drawing. Its also created in a way that no other book is, as in a fairy tale type of way. This book is relatable to the reader.

Part four:

Lesson objective: The reading literacy standard covered is RL.2.3, which in the objective form is; Describe how characters in a story respond to major events and challenges.

Standards-based lesson activity: Using some of the words that Henrietta used in the context, introduce a chart seperated in four columns with interesting words, I know what it means already, I looked it up, and here’s another word that means almost the same thing. Using the following words to identify in to the three categories; mysterious, terrified, impossible, chaos, wardrobe, gigantic, labyrinth and hatology. In addition have the students draw 15 different hats that they can think of and introduce those to the classroom.

 

Discussion questions based on the book: 

What does Henrietta mean when she said “Hats off” on page 9?

What does Henrietta mean when she said “Life is a labyrinth” on page 32?

 

Some outside resources for other ideas:

 

https://www.scholastic.com/teachers/books/written-and-drawn-by-henrietta-by-liniers/

https://www.worldcat.org/title/written-and-drawn-by-henrietta/oclc/945743701&referer=brief_results

https://www.teachingbooks.net/tb.cgi?tid=47159

Historical Fiction

 

Realistic Fiction/Challenged

Common Core State Standards

Part one:

Long, E. (2013). The Wing Wing brothers math spectacular!. New York: Holiday House.

Scholastic grade recommendations unknown

Part two:

This non-fiction is common core state standard book is appropriate for pre-kindergarten through kindergarten. This story is about a set of brothers and their competitiveness. They compete to see who can spin the most plates in the air, without dropping. Wendell and Wilmer are always trying to outdo themselves. This book goes thru four different acts, Comparing Amounts, addition and subtraction, and finally more addition and subtraction. The illustrations on the book are great, beautiful and colorful.

Part three:

The story line is non-linear, and from a third person point of view. The book is narrated to the reader as if they were participating in the math activities the Wing Wing brothers are doing. The book is very linear, in which theres only one way of teaching, not taking other kids learning abilities in to consideration.

Part four:

Lesson objective: The book meets the standard counting and cardinality: identify whether the number of objects in one group is greater than, less than, or equal to the number of objects another group. (K.CC.6) and compare two numbers between 1 and 10 presented as written numerals (K.CC.7). It also meets the standards for kindergarten mathematics int operations and algebraic thinking: understand addition as putting together and adding to, and understand subtraction as taking apart and taking from (K.OA.1-5).

Standards-based lesson activity: The activity that would work with this book would be to re-do the book using another theme. The student teaching the same book with other students can ensure the new learning material.

Discussion questions based on the book: 

How many plates were used in the book?

How many Wing Wing brothers were used in Act 1, Act 2 and Act 3? What act had the most birds?

 

Some outside resources for other ideas:

 

https://www.teachingbooks.net/tb.cgi?tid=33439&s=d

https://www.goodreads.com/book/show/13797001-the-wing-wing-brothers-math-spectacular?ac=1&from_search=true

https://www.scholastic.com/teachers/search-results/?search=1&filters=&text=the%20wing%20wing%20brothers#

Graphic Novels

BabyMouse, Queen Of The World

Part one:

Holm, J. L., & Holm, M. (2006). Babymouse, queen of the world. London: HarperCollins Children’s.

Scholastic recommends this Graphic novel for grades first grade thru fifth grade.

Part two:

This Graphic novel is about a mouse, Babymouse, he is in middle school. Babymouse dreams of being Queen of the world. She dreams being the queen of the world with a tiara, no homework and ice cream for lunch. In her school the popular “queen” is Felicia Furrypaws. Babymouse wishes she would be like Felicia Furrypaws at lease her assistant, Felicia has her own group of friends and doesn’t notice Babymouse. Until, one day Felicia Furrypaws forgot to complete a book report and asked Babymouse for hers. Felicia Furrypaws offers Babymouse an invitation to her upcoming slumber party in exchange of Babymouse’s book report. Babymouse forgot she had plans to watch a movie with her best friend Wilson. Babymouse realizes that she is the queen of her world and everything is perfect with her best friend Wilson. She has no needs to be friends with a mean cat like Felicia Furrypaws.

Baby mouse comes to a very important realization when she goes to Felicia Furrypaws slumber party. This is what she wanted, to be the queen of the world or at lease friends with the Queen. She quickly realizes that with Felicia Furrypaws she doesn’t have it all, “its like a cupcake without icing, or a dress with no hearts.” She rushes over to her best friend Wilson and has the best slumber party a queen can have.

Part three:

The story is linear, and from a first person point of view, Babymouse. The challenge that most graphic novels are read from left to right, up and down but in Babymouse, Queen Of The World there are parts that are read unsequenced making it hard for the reader to follow. The book is also directed for a girl due to the want to fit in and the importance of being yourself. It’s not targeted for boys.

Part four:

Lesson objective: The reading literacy standard covered is RL.3.6, which in the objective form is; Distinguish their own point of view from that of the narrator or those of the characters.

Standards-based lesson activity: A writing lesson plan for third graders would be for  students to brainstorm and write about their point of view. Introduce to the classroom first-person point of view, using sentences of from the text. Read the sentences written on chart paper and model how to identify which sentences are written in the first person.

Discussion questions based on the book: 

Has there been a time that you wanted to be popular? Would you give up your best friends friendship?

Would you give the popular kid in school your book report? What would be your consequences, if your were to give the book report to someone?

Some outside resources for other ideas:

http://www.slj.com/2016/05/interviews/from-graphic-novels-to-board-books-to-middle-grade-novels-a-chat-with-the-holms

https://www.worldcat.org/title/babymouse-queen-of-the-world/oclc/68255958&referer=brief_results

Pre-1990 YA

Where The Wild Things Are

Part one:

Sendak, M. (1963). Where the wild things are. New York: Harper Collins.

Scholastic recommends this Fiction for grades pre-k thru Fifth grade.

Part two:

This pre-1990’s book is appropriate for pre-kindergarten through third graders. This story is about a boy, Max, and his adventure. Max was naughty and was send to sleep without dinner. Max falls asleep and immediately transforms his bedroom to a moonlit forest surrounded with an ocean. After sailing the ocean Max finds the wild things and quickly becomes the “king of the wild things.” With Max in charge, the wild things are commanded to ‘let the wild rumpus start’! They spend days on end shouting, stomping, dancing, and swinging through the trees. He sends the wild things to bed without supper. Max realizes that being in charge is hard and he starts to miss his mom and sails back to her. Max realizes that his mother is also in the same boat, in charge and tired. The story portrays a child being mad at his mother and wanting to get away, far far away. Then after a wild imaginational dream, he realized that his mother is tired and worn out, just as he was. He realizes that his mother is not a monster, she just wants him to behave. He puts himself in the same boat. 

Part three:

The storyline of Where The Wild Things are is linear, but there is no realistic scenes. It takes the imagination of the student to work thru the writing and find what the story plot is and the theme of the story. Its unclear what the author wants the reader to take in.

Part four:

Lesson objective: The reading literacy standard covered is RL.3.7, which in the objective form is; Explain how special aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Standards-based lesson activity: A writing lesson plan for third graders would be for students to write a create a poster “Making Mischief: Working Out With Words” on words that suggest the mood of the story, then draw that emotion. Read the story out loud for the classroom, instruct the students to write down the word that stands out to them. Then use five of those words to draw the poster. Another lesson that can be used for The wild things in this story do not look like any animals we know. They appear to be a combination of mammals, reptiles, birds, and fish. Have the students draw and create their own animal include at least one characteristic of each of the four vertebrates, mammals, reptiles, birds, and fish. Have them name the creature. Also write a paragraph of the animals habitat.

Discussion questions based on the book: 

Why does Max want to get far far way?

Why does Max want to get away from the wild things?

https://www.teachingbooks.net/tb.cgi?go=1&searchbox_level=0.04&keyword_type1=title&boolean=AND&keywords1=where+the+wild+things+are

Historical Fiction

Common Core Informational Text Exemplar (Informational/Biography)

1. Predictions
2. Thoughts about craft
3. Personal connections to other books or your life
4. Thoughts about particular issues raised in the book
5. Prompts you could use when reading the books with children

Part Three

1. 1. Critique of the book based on the various components and issues that you will read about in course readings and that we will discuss in class, particularly emphasizing plot, setting, theme, style, and point of view.

Part Four

1. 1. Lesson Sketch based on the book that includes:
   • a lesson objective
   • 2-3 discussion questions based on the book
   • a standards-based lesson activity
   • at least 3 links to outside resources, websites, lesson ideas, etc. related to the book that could be used in a lesson or with your future students.

WOW! I think I made it…

by Sean MacEntee

Yay my final blog!!! I am walking out with new knowledge that i didn’t have before. I have more of a better foundation regarding technology and the ability to apply it in a classroom setting. My confidence with using technology tools that ease the load of grading, teaching, projects and support from other educators has grown. This course was intimidating at the beginning, Snag it was a hard task to swallow. As the semester proceeded the task became pleasurable, which gives me a measurement of growth.

by morethanpaper.com

This course has not only given me tools to become a better teacher, the introduction to ePortfolio is a tool that I can build to be prepared before I go in to apply. This tool gives a greater advantage to be an employable professional. My favorite tool that was introduced to me in this course is Google docs, it was amazing to see how my group and i can collaborate to create one document together. It was able to save and be achieved by the people we decided to share it with. The meeting with my book club were great, we were able to share and discuss concerns, and ideas that involved technology in the class room and teaching in general. i am very happy with my growth and the knowledge received. Thank you for a great semester.

Social Media

by Yoel Ben-Avraham Flicker

Kids are using social media to communicate and get informed. Not only are they using social media to express and educate themselves they are doing it in a way they enjoy. As a future teacher my goal is to have a student be able to learn in an enjoyable way, so why not incorporate social media in the way we teach. Allowing a student to use a tool such as twitter or Facebook, a familiar networking site, to translate what they feel about a new subject or as a form of education. Social media has impacted the way we educate students in todays age. It’s not as acceptable to parents and other adults due to the risk  that comes with it, we teach parents to beware of all the bad things that are out their, but have we informed them about the potential this tool can give a child. Using moderation is key, for example kidsblog.org this is a perfect example of a balanced technology tool for kids. Educating our new generation for the real working world is our goal as a teacher and using technology should be on the top of the list in order to get our kids ready. Social media seems like it has a faster update than the news now a days and it also allows the audience to voice out their opinions. This is what makes an innovated person who is not afraid to voice out new ideas and throw out pitches. Social media is very important in todays world, allowing it in our educational lectures should be beneficial.

by Spencer E Holtaway Flicker

Crystal Ball

http://www.popplet.com

Popplet is a website that has been in use since 2010. This educational tool is also used by large companies to visualize, brainstorm and map ideas. Popplet is a simple tool to use, making it available to any grade level. Brainstorming is a very important step, this allows the student to process all the information they know and still need to start no the big project. As a teacher this can be monitored with Popplet. Popplet has educator plans that are priced per student by year. The teacher can give a code that every student can use to access this website and even collaborate with other students for a group activity. Please check the video bellow to see this in action.

This tool has great features and the ability to navigate thru the site is very easy, that being said this tool has also great potential to expand. Expanding this tool with more designs, backgrounds and pre-layouts can help get the creator inspired to start their new Poppet. Besides the lack of inspirational resource this tool lacks of it has more of an individualize form and can mold to any project. This tool does come with a price per student and its by year, meaning there are brackets that go by the amount of students that would subscribe and use Popplet and these brackets go by school year. Please refer to the pricing bellow provided by popplet.com

This tool could be used in the future, its Eco-friendly and easy to reuse. It also assist to the visual students that need to see the whole picture. The ability to use this in a group meeting is very helpful if students cannot meet and need an outline or to brainstorm, the boxes added are programed to have the users name in order to show the teacher who made that point or reference.

In conclusion this is a great tool anyone can use to map a bigger project. Student have the ability to have a taste of using technology, sharing it with their group, teacher, add pictures, videos and more.

Copyright

Learning about copyright laws shocking me and scared me a bit, okay more than a bit. Becoming aware of them was and going over what is fair use and how do teachers are able to use these rules way a great way to ease my mind. I feel allot more comfortable after reading and viewing the informations given to us the prior week.

Opensourceway / CC BY-SA

I was familiar with some of the copyright laws, I worked in the copy center at office max for 4 years. We were not able to copy worksheets, books, pictures and etc. I knew there was a piece of paper we would hand the customer is copies were needed and they had a copyright logo. I later learned that the piece of paper was the form one needs to requesting the permission to make copies. This law seemed intimidating to people and many of them including myself didn’t understand why we needed this. Then I was employed at a photography place where I learned about copyright on the other side, the person who held the copy rights to the photographs we shoot. I learned that many customers would come in and request the rights to the pictures they were in and for a fee we would print a certificate of a copyright release allowing them to scan and copy the images. Other customers would just pay the for the copy of the image, which was 3x the amount in comparison to Costco photo center. What surprised me the most was the idea of having four major variables to find out if the idea of using someone else’s work is illegal. At the end it seems like as long as us as the teachers are not causing the company or individual to loose money its in fair use. Making it a very manipulative law that can be perceived in many ways. As a future teacher, having a large gray area is difficult to know what is right and wrong. learning the rules of the copyright laws is very important for me as a teacher, since allot of the information that will be taught can be presented in a picture as a supportive visual prop i need to be able to make sure proper credit is given to the creator of the work in order to stay in the clear.

Hubble Telescope/Three pillars/NASA/ No known copyright restrictions

Cloud-based Tools

Google drive and docs are amazing tools every classroom should be using. I see them more beneficial than the regular Microsoft operating tools I have grown up with. Having the ability to go back to a previous version of the document is one of my favorite features. Other beneficial features are the ability to do collaborate work, save the document in a cloud where it can be accessed anywhere in the world. The use of cloud-based tools in a classroom can be extremely beneficial for the teacher and student. Homework, projects and even classroom time can benefit from having this in place. For example if you set a group of 3 students to do a project base learning assignment the initial time that was provided in the classroom could be used to discuss an outline of the responsibilities for each of the parties involved.   
Some of the draw backs that I see in using cloud-based tools are the liberty of the student has, the ability to monitor their input and who is who’s part is hard to verify. Asking for questions for the students understand can be time consuming, email is a great way to communicate with the teacher or the other team. A great way to minimize any of these concerns can be by discussing with other teachers and ask about their experiences with cloud-based tools and students reactions. Another would be to set up some rules before allowing the students to start on a project using these tools. 

 Overall cloud-based tools are a benefit to enhance the students learning and ease the teachers load. 

Snag it

Video casting was awesome and nerve raking. This tool can give all sorts of directions covering a visual, audio learners and it can be replayed over and over again catching any instructions that were missed. What i really enjoyed about this new tool is that many people specially adults are intimidated by the new technology, using Snag-it can offer them a piece of mind.

Some of the ways a teacher can incorporate Snag-it in the classroom are endless.

Here are 5 ways this can be incorporated.

• In a third grade classroom, teaching a lesson on multiplications can be done on a power point. This can incorporate how addition and multiplication are similar using visual animation. This can help the student get introduced to the new concept being taught, they can write out any questions for homework and use the same video to help out with homework.
• In a 5th grade classroom, teaching a lesson on the earth water system can incorporate a lesson on the water cycle and the process of it. have them digest the new concept, then add a project with 3-5 students using google docs as a sharing document tool. The students can separate the project work and develop a video where they can in detail display the individual stages water goes thru.
• In a 7th grade classroom, teaching a lesson on geometry can be easier to show a video on a relative activity for the students. For example a video on pool and how angles can be made. Going thru all the type of angles using the concept of a pool table game. This video can be viewed for homework, then when the lesson is done and all the questions are answered a game of pool can be played on the iPad or computer incorporating a worksheet to assist with the comprehension.
• In a 10th grade wood shop class, teaching a new project can be done on a video where an introduction can incorporate all the procedures beginning to end. giving the students a visualization of what they can expect to do. Also another way would be teaching the students how to use the machines also answering common questions at the end of the video and inviting any other questions that were not answered in the video in to the classroom.
• In a 12th grade english classroom, teaching a sonnet can be easier with a Snag It video on what is a sonnet and the composition of it. The students can get into groups of 4 and make a video on youtube where they can play out a Shakespeare poem.

The video i made on Snag it is on defragmenting a PC. This was nerve raking but very empowering. A lesson can be made around this tool and be used over and over again. not only in the same school year but for more to come. Eventually i would have to run in to updating the video, but then that video will preserve its importance. I hope you enjoy the video. Happy Snagging!!

Digital Citizenship

When surfing or posting something online we allow the rest of the world inside our life. This is hard to understand by the individual, community, state, country and world. Of course we see all these headlines in the news that this person got identity theft and on this or this business hacked. We sometimes come to think that this can never happen to us.

What are your personal boundaries?

How would you explain them to another adult? How about a child?

I believe that it starts by noticing what you put out there. This can be on all layers, individually, thru the community, and etc. how you can fix something if you don’t know it’s a problem. Then there needs to be some type of responsibility, ultimately this is your decision what you put out there and what you don’t. In the article “how to hackle digital citizenship during the first 5 days of school” by Holly Clark it incorporates the nine themes of digital citizenship. Teaching about REPs (Respect, Educate, and Protect). We have known for many years now that educating our future generations is the best way for a long result, they love to talk about what they learned to their friends, family, teammates and etc.

The good, bad and the ugly. The internet has given us, humans the ability to have all types of information at the tip of our hands. We can find everything and anything on the internet now and having the option of not using it is close to impossible in the 21^st century. The internet was develop on a system that inter connected us using a net analogy. Every string of information is going to effect the rest of the net. Now how do we separate this concept and divide the territory of being interconnected? This is a question that may result in a bigger issue. There needs to be a balance between the global nature of the web and digital citizenship. Becoming aware of this problem is the first step now we should own up and take the responsibility having so much information at the tip of fingers. If we become aware of what we want out to the rest of the world for us individually. The understanding of what others have out there should align and balance by itself.

ISTE

Breaking the old traditional way of learning can be very challenging. We were programmed to learn in a way that might not fit every student. It’s very beautiful to know that a new way of learning is being accepted and innovated. We need more creativity in how we learn and express the way we learn. The International Society for Technology in Education (ISTE) gives a foundation for the educator and for the student these are standards that both parties have corresponding principals.

These standards are

1. Facilitate and inspire student learning and creativity

This first principal takes in account the diversity of the student who is learning. The creativity comes in when a lesson is learned and the students are able to reflect using collaborative tools to help him or her understand what was taught to them.

• Ex. Your lesson today is of atoms and how a different element would change the properties of an atom. This can be supported by a YouTube video and reference how oxygen and hydrogen behave different.

2. Design and develop digital age learning experiences and assessments

The educator is required to become technology savvy with the new technology a student can use and benefit. This is customized to the student’s individual way of learning and how his or her peers learn as well.

• Ex. A student starts compering how a gas and a metal can be different , the student starts explaining how a gas would be lighter because it rises up in the air and a metal would be heavier because it sits on the counter. There is an analogy this student can I identify with.

3. Model digital age work and learning

This standard gives the student a taste of how it would be to communicate with another person who is working with the same goal in mind.

• Ex. The student who understands the concept is now able to get a video he or she can make with the group and explain it to the classroom.

4. Promote and model digital citizenship and responsibility

As the educator it is important to teach compassion towards cultural and learning diversities. This also gives the student the knowledge of what and how something should be brought up and be given credit to.

• Ex. keeping in mind other students may come from different environment this group decides to use element that are very common on earth.

5. Engage in professional growth and leadership

Developing in a professional way that implements digital tools and skills are all brought together. Allowing the student to express these skills as an individual and in to the community.

• Ex. The group is able to have great knowledge and confidence in what they are showing the rest of the class and shows its collaborative video.

Teachers > Computers

Can you replace a warm pad on the back and a sweet “great job” that follows it? How about if it comes from a person a child looks up to? I don’t think a computer would be able to replace a human being. In David Thornburg quote “Any teacher that can be replaced by a computer, deserves to be.” I don’t think he meant replacing a teacher completely but in a companionship to teach a better method of learning. Incorporating technology can be scary for many, even I feel intimidated, but who is not using a computer, phone, tablet and etc. A teacher who might feel threaten by a computer and fails to step out of their comfort zone and learn it to better him or herself as a professional individual should be. I do agree with this statement because in this modern working world who doesn’t use a technology to complete a job or write a paper.

Encouragement can be given by a teacher followed with their wisdom and guidance on how to approach a problem. The grandmother method is a perfect example, once a student has a “cheerleader” the student feels the need to develop that relationship and make the cheerleader proud. This is an emotion a computer may not be able do.

Take risk and learn what makes you uncomfortable. Technology can be the gateway to the future of these little ones. The message that Mitra’s Hole in the wall experiment gave me is to don’t be threaten by things you don’t know. Learn them and then teach them, with encouragement and excitement. Be passionate in what you are teaching, and then you can capture the respect and attention from anyone.