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The poem is unique and original. The ideas are insightful and creative. The writing is clear and concise. The stanzas flow smoothly from one to another.

There is a clear beginning, middle, and end to the poem. The writer successfully incorporated a theme to identify their place in Canadian society.

The poem hooks the reader or audience successfully. There is passion in this poem that continues throughout the duration of the poem.

There is clear use and evidence the writer has incorporated several literary devices. The literary devices are used appropriately and effectively.

There is a clear element of passion put into this poem. It effectively hooks the reader or audience. The poem is unique and original and the writing is clear and concise.

The poem hooks reader or audience but not for the entirety of the poem. There is evidence of the incorporation of a few literary devices that are used appropriately and effectively.

Ideas are scattered and unorganized. There is a theme incorporated that connects the writer to their identity as a citizen of Canada.

The writing has focus and a clear tone throughout. The writing has a clear beginning, middle, and end. There is little or no evidence of the incorporation of literary devices.

The ideas are limited or over-generalized. The poem is inconsistent. The stanzas are underdeveloped and unorganized with no proper transition from one to another.

There is no use of literary devices. There is an unclear connection between the theme incorporated and how this identifies the writer as a Canadian citizen.

There is no clear beginning, middle and end to the poem. This poem lacks focus and coherence. The poem is unorganized and unclear. There are no themes incorporated to connect one to their identity as a Canadian citizen.

Mechanical errors are abundant and interfere with the understanding of the poem. This piece must be read several times to make sense of it.

The writer was unable to hook the reader or audience. I believe that I hit all of the objectives and indicators I had hoped to achieve.

The unit went very well and it was interesting to see how honest the majority of the students were when self-assessing. That honesty, I believe, comes from building essential, professional relationships with all students.

Whether they look intimidating or not!! This was a unit designed so that no one could fail. The teacher as a learned practitioner is one who knows the big theories of child development.

Teacher candidates also needed to know about what they would teach and techniques to effectively teach in their subject matter. Teacher-candidates also needed to learn how to teach, manage a classroom and instruction in the disciplines Kumashiro, Kumashiro suggests that teachers must know the limits of their knowledge.

An oppressive teacher would jump to conclusions and make assumptions about these children without even knowing their story.

This knowledge centered approach to education further entrenches marginalized students Kumashiro, The teacher as a researcher is essentially the teacher as a life-long learner.

If more teachers were practicing this in the field there would be less disconnect between what the college is teaching us and what we see being practiced in schools.

Learning to teach, as a teacher as a researcher, means to continuously reflect on your lessons and your students. It means to always be trying new methods to be a successful teacher and engage your students.

Kumashiro further suggests that this method can be counter-productive if teachers are not reading materials about anti-oppressive teaching and all the new fields of research in our profession.

For one to be a successful teacher as a researcher, one must perform anti-oppressive research. What new theories can I use to make sense of my experience in different ways, and how do these new interpretations lead to different political implications?

Placing this professional title on a teacher may cause some to teach less anti-oppressive and others to place more emphasis on anti-oppressive teaching.

I would argue that this knowledge specific outcome for teacher candidates to possess immediately entering the profession is unrealistic.

Teachers are life-long learners. Teacher do not possess all of the knowledge of the universe in their minds. How could one possibly know everything there is to know in their discipline?

Our disciplines are vast and require teachers to continually study throughout their career. There is always room to learn more.

After teaching for twenty years, then, yes you may be an expert in your discipline. In my opinion, both views are contrasting to one another.

Whereas, Kumashiro focuses on the teacher continuously learning which I agree with. This makes the teacher the expert and above all others.

Ball, D. Journal of Teacher Education , 59 5 , Growing up in a community where you were either from a wealthy family and a rich home or a trailer park or small town led to immediate assumptions, stereo-types and stigma against families who came from the trailer park and the low-income families in the town.

When I first entered school I did not notice this. When my brother began being bullied upon entering elementary school; I then recognized the inequalities among my peers and the entire school.

My brother entered school when I was in grade two; around the same time my passion for social activism began. The first artifact I shared was a speech I wrote in grade two.

At this young age I was already eager to spread positive messages of hope and anti-oppression. He reminds me of myself in Grade two: curious and full of questions.

My second artifacts were books I wrote in elementary school. One book celebrated the special-people in my family. It was important for me to note my Mormor and Morfar Grandma and Grandpa on the first page.

I have always dreamed of being a writer, and one day, I hope that dream will come true. The final artifact I shared was a news paper clipping about a trip I made to the Provincial Parliament building.

I organized a petition to have communication devices installed on rural school buses. I collected 2, signatures by faxing petitions to schools across the province.

Riding the bus fourty minutes to school and back every day fostered this idea. I have always been concerned about the common good.

I was not a math or science student, those classes brought my averages down each and every year. I was, however, a linguistic and interpersonal learner.

Once you get to know them and their individual histories and stories, your thoughts about them may change. Some may need a little more care then others.

We are mandated to teach a curriculum; we can do that and care about our students at the same time. My son and I have been fortunate to live just a few doors down from my Grandmother for the past six and a half years.

My grandparents were married for sixty-eight years, Grandpa just passed in , the year I was accepted to University and my sister was engaged. They shared a love story like no other.

Not one movie can define their story. It took my Grandpa a long time to get her; his persistence eventually paid off.

They married during the war in The impact this woman has had on my life is irreplaceable. Die Seiten sind aufwendig gestaltet und die Spiele sind recht schnell und teilweise in Echtzeit.

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Da die meisten Online-Casino Anbieter den Webbrowser nutzen, ist eine Internetverbindung unbedingt notwendig. This project also helped me look over old notes and problems to prepare myself for the exam.

Overall, I thought this project was a really good experience to help me; and hopefully my group members, in understanding math much better.

Post a Comment. Friday, May 30, Roxanne's Reflection. Why did you choose the concepts you did to create your problem set?

How do these problems provide an overview of your best mathematical understanding of what you have learned so far? Did you learn anything from this assignment?

Was it educationally valuable to you? Be honest with this.

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