Building a Community of Learners

WORDPRESS

I started my blog a year ago, but I never posted anything about educational issues, thoughts or ideas.  The purpose of my blog was originally just to have a place to express what I was thinking.  It was a great way to organize my thoughts and I found it be very therapeutic.  If I wanted to rant about something or get something off of my chest, I knew that I could express myself through my blog.  For an example, here is my first post.  Being a shy and awkward person, blogging was a great way for me to voice my opinion.  It’s amazing to see how my writing has changed and I truly believe that blogging has contributed to my increased confidence and my ability to voice my opinion in public over the past year.

Being connected to people all over the world through blogging is very interesting.  It shows that people do read and care about what you have to say.  The blogging activities we went through in this class were very beneficial to introduce many people to the idea of building a Personal Learning Network.  We were able to post blog posts, comment on other posts and critically respond to other comments.  Doing this on a smaller scale is a wonderful starting point in order to learn how to reach a larger audience.  I really enjoyed how we were asked to comment on the blogs of our peers during seminars, especially since we were encouraged to pose thoughtful questions and positive responses.  An example of a thoughtful response by one of my peers is Kari Davis’ comment.  She said something positive about my post and she also posed a question that really made me think about my response back.  Having a well thought out comment on your blog post really shows that the person is engaged and it’s also wonderful to get feedback on your writing.

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Whenever I got around to commenting on someone’s blog, I had to take a while to really think about what I wanted to say, which I think is a good thing because that means that their blog post made me think.  I enjoyed reading everyone else’s posts because you get to see and understand issues from multiple perspectives.  Some of the things I read were so interesting because I never thought of some of the ideas my peers were discussing.  The way people in our class chose to represent and frame their discussion on their posts really amazed me.  For example, for the post on standardized testing, Eriko Parker chose to search the definition of “standard” and frame her discussion on the startling result.  In this way, I think it is very important and beneficial to read the opinions of other educators because the posts of others will always make you think about your own ideas and maybe those new ideas will help you in the future.  Reading from various blogs will also make you see an issue from a whole new perspective and light.

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Through my inquiry project this semester, I learned a very interesting feature with WordPress.  I thought I knew everything about the world of WordPress through my explorations before, but was I ever wrong!  I found out that you could have multiple administrators for a WordPress blog.  This feature is amazing because this could be a great way for educators to collaborate to create a blog.  An image that comes to mind is kind of like an educational magazine, but in blog form.  Multiple perspectives could be portrayed on one blog instead of searching through different blogs.  This could also promote up and coming bloggers so that they can build a larger readership.  The members of an existing blogger’s PLN could possibly read the posts of a new blogger on this collaborative piece and become a part of the new person’s PLN!

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I believe that our experiences through blogging will encourage us to keep on reading and commenting on blog posts we find interesting in the future.

TWITTER

I joined Twitter in 2011, but I hardly ever used it.  When I did, it was mainly for keeping up with what my favourite celebrities were doing.  As you can see from my very first tweet, I was quite clueless about how to use twitter and hashtags.Screenshot at Apr 02 11-25-37

It wasn’t until last semester in ECMP 355 that I actually started using Twitter for educational purposes.  Since last semester was kind of like my introduction to using Twitter as an educational tool, I was not as comfortable with using it yet.  In ECS 210, I feel a lot more comfortable with sharing my thoughts on Twitter because I have used it quite a bit now.  I also feel comfortable with sharing my thoughts on Twitter because the people in our ECS 210 class are great with creating conversations on Twitter and supporting the opinions of their peers.  Having your tweets retweeted or favourited is an awesome feeling and it lets you know that your peers and fellow educators are supporting what you are expressing.

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Posting relevant and interesting things onto Twitter and knowing the right hashtags to use are very important to branching out to other educators, which is something I’m still learning to do.  I have started actually looking at educational blogs and tweeting out the blog posts I found interesting, which is a new thing for me.

techhacksI’ve also realized the importance of commenting, retweeting and favouriting tweets of others.  This creates a great support system for educators and it also gives others a chance to give feedback on someone’s work.  An example I think of from class was when Raquel Bellefleur posted her slam poetry assignment.  She received encouraging comments from many people, including me, on Twitter and I can tell that she really appreciated the responses of others.

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Check out Raquel’s blog!

I also found it very interesting to look through the tweets that my classmates would share during classes.  It was wonderful to see the multiple perspectives and the key messages they got out of our presentations.  I’ve always had difficulties with creating conversations on Twitter and I really didn’t understand it, but through this class and other past classes, I’ve realized that it’s really easy to create a thread of conversations.  I would include an image, but Twitter wouldn’t allow me to view some of the past tweets that were sent out during the year, which brings me to the thing that I didn’t enjoy about Twitter.  I tried to look back on some interesting conversations that my classmates were having when Claire Kreuger came into our classroom and also when Grant Urban presented.  When I searched the #ecs210 hashtag, hardly any of my classmates tweets showed up on the day Claire Kreuger came and no tweets were visible from Grant Urban’s presentation.  It frustrated me to say the least.  Does anyone know why this happened?

 

GOOGLE DOCS 

I’ve realized that a great tool for educators is GoogleDocs.  For my inquiry project, my group members and I used a Googledoc to organize our thoughts and to share ideas with each other.  It served as a great way for us to have all of our information in one place and it was easy to take information off of it to work on the different parts of our lesson plan and our online space.  I think GoogleDocs would be a great tool for teachers to collaborate and provide feedback.  If a few teachers want to work on an idea together or create a document of some sort, they all have the option to edit and make changes whenever they want.  With that being said, you have to make sure you trust the collaborators because you don’t want to lose important information.  Google Docs is also a great way to share a document online.  Most often, when sharing a document from Microsoft Word, you have to provide a folder for someone to download.  This can become quite inconvenient because downloading can sometimes be slow and tedious.  With a GoogleDoc, you can see an online version, which makes it that much more accessible for people in your PLN to view.  With the different editing tools, you can share the document with all different kinds of privacy settings. google docs

 

FINAL REFLECTIONS

Overall, I think this was a great class and a great introduction into what a PLN is and how to build our PLN.  I feel like the group of educators in our class were very supportive and involved in the learning process of each other.  I think that is the whole point to building a PLN: creating a support network.  If we need advice or feedback, we can rely on the members of our PLN to offer suggestions.  If we want to seek out new ideas or gain a new understanding of an issue, we can read the blog posts or the tweets of the people we are connected to.  It’s wonderful that we can connect to people all over the world, instead of only connecting to the people we are around.  It’s important to connect to those people as well, but creating relationships on a global level will offer you even more support and insight on particular issues.  People from different parts of the world may carry different and unique experiences and sharing these experiences can be very beneficial.  I think that the knowledge we now carry from this class will become very consequential in the future and it will allow us to build a larger support system.  It’s great that we will be able to carry these skills with us as we finish our degrees and also later on after we get our teaching degrees.

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Standardized Testing Does Not Encourage Diversity

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Standardized testing… What a topic!  I can only remember taking a few in my schooling years, but I do remember how frustrating it was to take one.  I briefly remember one in Elementary school and I found it to be really difficult because the language was different than what I was used to in my classroom.

Standardized testing goes completely against our “mosaic” multicultural view that Canada is supposed to have.  Bill Bigelow explains, “Multiculturalism attempts to uncover ‘the histories and experiences of people who have been left out of the curriculum'” (pg. 170).  With testing, aren’t we leaving out a large number of people? The system assumes that all students should learn and approach learning in the exact same way, which is far from reality.  Students have different learning styles, experiences, learning needs, etc.  If a student was not originally from Canada, they are going to hold different experiences, which will reflect in the way that they learn.  Bill Bigelow also writes, “Curriculum standardization is, as Berlak indicates, a way to silence dissident voices” (pg. 170).  This is so true because the tests are going to obviously reflect the dominant “common sense” ideals that are evident in our area.  This is not beneficial to students that don’t identify with the dominant way of thinking.  It’s almost like we are raising our students to become robots.

As a teacher, we are supposed to take into account the interests of our students.  How are we supposed to do that when we need to worry about preparing our students for standardized testing?  It’s not going to have questions for students to relate to and it’s not going to create a positive experience for all students.  The benefit of the teacher making a form of assessment–perhaps a test–is that the teacher knows his/her students and they can implement the language used in lessons, make relatable connections, etc.  In a standardized test, the language could be far off from what the students can understand.  Treating students as all the same is never beneficial.  We need to celebrate the diversity in our students and making them take these tests will not encourage this.

It’s almost like teachers are encouraged to treat their students as a prize or a measure of their ability.  Standardized tests do negatively affect students, but teachers are also very pressured to “produce” students to be what they are “supposed to be”.  In this way, we are implementing a factory model because students are trained and conditioned to prepare for these scheduled tests.  Students are all so diverse, whether that is from their race, gender, experiences, opinions, learning styles, learning needs, etc.  Instead, students will become subject to a ranking system from a life of standardized testing.  These tests do not adequately measure our students abilities or teacher abilities.  Humans are capable of anything as long as they are in the learning environment that encourages to their ways of learning.  We’re throwing out our goals of social justice out of the window with standardized testing!

How do you feel about standardized testing?  Do you have any negative or positive experiences with them?

We Teach Who We Are

We teach who we are

 

*I sketched this picture to represent the quote, “teaching holds a mirror to the soul”

In a previous lecture, I remember hearing, “we teach who we are”.  This idea is also expressed in Parker Palmer’s, “The Heart of a Teacher“.  Palmer writes, “As I teach, I project the condition of my soul onto my students, my subject, and our way of being together” and “teaching holds a mirror to the soul”.  To me, this reflects a connection between the teacher and their students.  Thinking of this in Palmer’s terms makes the experience sound very personal and intimate because it’s a transfer of your own values and teaching.  I think that this has a similar effect, also, if you switched the role of the teacher to the students.  Children and youth have an amazing ability to teach you new and intriguing things everyday and the things that they choose to share is an extension from their own thinking and a reflection of themselves.

These words really resonated with me and I never thought about how true this is!  It made me think about past teachers and professors I have come across over the years.  I’ve wondered about why certain educators teach the way they do and I’ve realized it’s just because they are portraying themselves in the classroom.  Since no one is the same, different teaching styles and attitudes will emerge.  I’ve had silly teachers, serious teachers, laid back teachers, you name it!  If an educator is having a bad day, it is reflected in their teaching.  If they are excited, then the classroom environment changes.  If emotion can have this huge effect in the classroom, imagine how views on social justice will be reflected.  If we aren’t careful about the messages in the hidden curriculum, we could potentially raise students to be racist, sexist or generally oppressive.

Do you have an example of how a teacher’s identity is expressed in the classroom?  Has there been any problems with incorporating anti-oppressive teaching?

Addressing Gender, Sexuality and Race in Our Identities

We created an autobiography for ECS 210 and we are now looking back on them and reflecting on what we included and what we did not.  We were asked: “What does it mean that you did not address your gender, or your sexuality or your racialization as important or constituitive of your identity?”  I did talk about the privilege I receive from being white and also from being Aboriginal, but I did not mention my gender or my sexuality.  Now that I think about it, I’m quite shocked that I didn’t mention the fact that I was female in my paper.  I have been a feminist for a few years now and I feel empowered being a woman. I think this comes directly from my assumption that these facts are “common sense” based on how I write and the dominant narrative.  This sounds absolutely horrible, but the message of this “common sense” model is definitely not what I intended to put across in my paper.  This is very interesting to think about because Kumashiro writes, “the goal is not to rid our classroom of harmful hidden messages since such a goal is unattainable” (pg. 41).  I feel the pressure already of saying the wrong things or portraying an oppressive idea through the hidden curriculum, but Kumashiro is suggesting that our students need to develop a critical lens to make sense of these hidden messages.  This allows students to think deeper about what they are being taught and it also encourages them to bring up questions that you may not have thought of before.

Name: Ashley

Gender: Female

Race: White, First Nations

Sexuality: Heterosexual

These are not typically the things we find out about people when we first met them.  This partially stems from the fact that a lot of us do not share our life stories right from the beginning.  I have to feel comfortable around someone before I share personal things about myself.  This might be a result of the fact that I feel better in my comfort zone and that I’m reluctant to go outside of that zone.  Kumashiro writes,  “After all, our hidden lessons demonstrate how it is that oppression can play out in our lives unnoticed and unchallenged, and our lenses of analysis demonstrate why it is that we often desire making sense of the world in only certain, comforting ways” (pg. 41).  This quote stuck out at me while reading this because I need to really think about how I make sense of the world and why I choose to live in more comforting ways.  The only way I will truly become comfortable is by doing the things that make me uncomfortable.

How do you identify yourself to others? How do you encourage students to use this critical lens that Kumashiro mentions?

Technology and Social Justice?

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When I was in elementary school, the only thing we needed technology for was learning to type and researching topics.  New technologies over the years have opened up countless opportunities to engage learners and teach in different ways.  I believe that the changed nature of learning and the rise of technology is related to social justice anti oppressive education because we can connect to a larger audience to receive guidance and feedback.  Teachers use internet sites like Pinterest to get teaching ideas and they could also reach out to a community of educators through forums and Twitter.  Educators can connect with millions of people all over the world to create a support group or to have a discussion about ideas.  Collaboration is a big thing for education and the fact that you can post and access teaching materials is pretty great.  The internet offers another way to seek out help and support for your teaching goals towards social justice and anti-oppressive education.

We can use different technology tools to create digital stories with anti-oppressive content.  In my previous post about treaty education, Claire’s students used apps like Puppet Pals to portray their versions of the signing of Treaty #4.  The students also created songs and podcasts, which I assume was done by Garageband.  These projects offer a more engaging and fun way to learn about content in the classroom.  This also makes learning more memorable and we as educators should strive to make anti-oppressive content relevant and fresh in students’ minds.  Using the internet and other technology tools allows students and teachers to have their content seen and commented on by a much larger community.  These anti-oppressive ideas and projects will keep educators and others around the world aware and inspired to do the same in their own classrooms or households.

How do you think technology and new modes of learning are related to social justice and anti-oppressive education?

How Stories Shape Our Lives

Part one of my ECS 210 assignment was to summarize 10 articles in “The New Teacher Book” and part two was to critically respond to the resonances and the dissonances in one or more articles.

Part One 

Part Two:

I chose to reflect on the article called, “Brown Kids Can’t Be in Our Club” by Rita Tenorio.  As a child, I was raised around people of all colours, including my own family.  One side of my family is mainly Aboriginal, another side is mainly white, my neighbours were Chinese, and a few of our family friends were Jamaican.  I realized, through this article, that a lot of children were not exposed to as many diverse people as I was.  The article says that, “we have to acknowledge that we live in a racist society and that children typically mirror the attitudes of that society”.   Although a lot has changed from when our parents were kids, people that are my age still tend to be racist, so I hope that through anti oppressive teaching, the next generation will be even more accepting of differences.

Reflecting back on my schooling in elementary school, I realized that we never really did talk about race and differences.  We learned about First Nations history, but we did not recognize physical differences between the classroom and the larger community.  I feel like education was more about creating a classroom where everyone was seen the same and treated the same.  Now, we are focusing more on how we are different and why we think that way.  I think a classroom that encourages diversity is way more effective than thinking that everyone is the same because none of us are the same.  We have different family lives, different skin colours, different hobbies, different learning abilities, etc.  The list goes on!  Whenever I had to draw a character in elementary school, I would always colour them peach.  I even referred to this pencil crayon as the “skin-coloured” one.  I find this quite interesting since I am far away from being “peach” coloured.  Even when I was in the older grades of elementary school, I still drew white characters and wrote about white characters.  If we learned about our differences in the classroom, I might have drawn a Native American person or an African American person.  My dad refers to me as “Heinz 57” because I have so many different layers of culture and race; I am Aboriginal, Ukrainian, French, Scottish (I think) and so many more that I can’t keep track of.  Most of us today do not identify as one thing because we have so many different components of ourselves.

We watched this video in ECE 325 the other day and I think it is very relevant to what I’m talking about in this blog post.  It brings these anti oppressive ideas into action.  They compare skin colour and hair textures, they have conversations about different races and they build a tolerance to all people.  The part that I really liked was when the teacher showed her students pictures of animals dressed up as Native Americans and actual pictures of Native Americans.  The students were able to pick out the stereotypical attributes in the animals, like the fact that not all Native Americans wear feathers on their heads.

One of the activities the children did in this article was first to put their hands onto the table to recognize the different colours of the students.  Later on, they would mix paints together to try and match their own skin colours.  A student in this article said, “We put black, white, red and yellow [together].  I like the colour of my skin”.  After reading this activity, I decided to try and do the same with my skin colour.  I used five coloured pencil crayons: Arizona Topaz, Roan Red, Soft Peach, Cotton White and Chestnut.  I was amazed at how many colours I had to use in order to somewhat match my own skin colour.  As mentioned before, if I ever had to draw myself, I would automatically take out the peach-coloured pencil crayon.  I find the fact that some people refer to themselves as pink, brown or black is quite interesting now that I have read this article because based on the experiences written in the article and on my own experience, we are not all one colour.  Even people from the same racial groups have different colours because we are not all the same.

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A “bump” that I thought of while reading this is the content in an anti bias classroom may challenge the beliefs of families.  I know of a lot of parents that are still not accepting of different races and sexualities, especially the parents of the children of my generation.  I feel like they have these old fashioned ideals from when they were younger and it is definitely hard to try and make them see and appreciate how far we have come with the acceptance and encouragement of all people.  Some of us may have been influenced by our parents to think in these oppressive ways.  I think the problem I would have is how to approach a family that has such different views from you.  Both parties would have completely opposing views and you cannot just compromise on issues of racism and sexism.  I do not want to force my ways onto these families, but at the same time, I want to build this anti oppressive classroom where everyone is on the same page.  This may be an unrealistic dream because there will be some opposed to the ways I want to structure my classroom.

Another thing that conflicts me is the fact that not all schools receive as much support as this one does.  In the article, “Unwrapping the Holidays: Reflections on a Difficult First Year”, the teacher felt like an outsider because he tried to change the ways in how the school decorates for Christmas because not all students celebrate Christmas.  A lot of staff members were angered by this and thus did not support or encourage this individual.  This is all because people today are very sensitive about their traditional and usual ways of doing things.  In order to feel comfortable with teaching controversial issues and collaborating with others, you need to build a support system of educators.  Without this, you may feel alone and terrified to create an anti oppressive classroom and curriculum.  I’m scared that I would get hired in a school with educators that did not support my ideas or without anyone to talk to for advice, especially as a first year teacher.

In conclusion, I think that including issues of race and recognizing differences is very important to have in a classroom.  These children will grow up with different ways of thinking and will be able to recognize why everyone is different.  I think it is also beneficial for adults to educate themselves on anti oppressive teaching because it has been very valuable learning to me and several of my classmates.  In the video I posted above, there was a scene where a child asked what was wrong with a woman that was in a wheelchair.  The mother quickly apologized and ran off.  I think this is a perfect example of how not educating children on differences can result in these awkward moments.  The mother could have, instead, explained to her daughter why wheelchairs are needed or maybe the woman in the wheelchair would have been okay with explaining what happened.  Having conversations with children about differences will encourage acceptance and will open their eyes to the fact that our differences are what make us unique.

ELNG 200 Placement: Part Two


cc licensed ( BY NC SA ) flickr photo shared by Jeff
Here is part two of my experiences at my ELNG 200 placement:

I went to my school for my fifth time on October 25th, 2013.  This was, by far, my favourite visit so far! I was there for a longer period of time, so I got to work with two groups of students.  The first group in the morning was working on some PWIM (Picture Word Inductive Model) work with a picture of sports related things.  Just like the other group I was with previously, the students would identify things they recognized in the picture and the teacher would write the word on the piece of paper.  They went through each and every word and spelled them multiple times.  They also recognized that a lot of the sports had the common word “ball”.  The teacher has noticed that they are having difficulties with sounding out words, so we went through the first bit of the Alphabet.  She asked students, in turns, if they knew the sounds of each letter and then the rest of the students would say a word that starts with that letter.  The students seem most excited about the alphabet!

In the afternoon, we had a couple of older students.  There were only two students available, so a classmate and I worked one on one with each student.  The student I was working with was encouraged to write sentences about things he knows and predicts.  Before class started, he was watching a YouTube video about Captain America, so the teacher suggested that he watches a Captain America video and write sentences about what he thinks will happen, starting with, “I predict” or “I think”.  The student decided to watch the last scene of The Avengers.  We watched it together and I would pause the video at different times and ask him to write a sentence about what he thinks will happen.  A lot of his sentences were looking the same, so I encouraged him to write a sentence with a different structure.

After that, he read a book to me and I was supposed to make sure he was reading the book in a natural flow, more particularly, the higher pitch of your voice when you ask a question.  He grasped on quickly to the reading of a question.  After each page, we would write down a verb from the story and put –ing and –ed endings onto them.  I then asked him to underline the base word or the word that is common in each set.  After we read the entire story, I asked him to tell me what the problem in the story was and the solution.  He was able to recognize the problem, but the solution was a little hard for him.  We read over the last couple of pages and looked at the pictures and he figured it out.

My last day at the school was on October 31st, 2013.  We started out the day with an assembly for an hour.  After that, we gathered our grade four and five literacy group students.  They were learning how to spell and say certain words the previous day and they were given a spelling test today.  Instead of erasing the words off the board, she left them up and didn’t tell them that those words were the words on the test.  The students figured out that they were the same words on the board, but they had to sound out the words to figure out which one she was asking.  I thought this was great because the sounds of letters and words stump them quite often.  They marked their own papers with check marks and put corrections underneath their original word.  I like the fact that the teacher does not like “x” marks for incorrect answers because I feel like they are very negative, as well.

After the test, we read a story called “Sam and Papa” and each student took turns reading pages from the book.  As I said before, they have trouble with sounding out words and we encouraged them to sound out each single letter.  When they were finished reading the story, the teacher asked the students to retrace the events of the story.  She has noticed that her students have trouble with sequencing, so this is why she is putting emphasis on this concept.  They were great at reflecting on what happened in the story, but they struggled with putting the scenes in order.  After reading and discussing the story, the teacher had three stations set up for the students, since we only had three students that day.  Two of the stations had literacy games on laptops and the other station was for rereading “Sam and Papa”.  The variety seemed to work for the students because it kept them interested.  Throwing in the literacy games was great because they were having fun while learning!

In ELNG 200, we had a class about putting cultural groups in a box. We then talked about how this is relevant for all people of different genders, sexual orientations, sizes, races, etc.  I have not heard any of foul language or name-calling while at this school, but maybe some of the ESL students are not aware of these words or that word carries a different meaning in their language or culture.  To follow up on this argument, an interesting thing to think about is the fact that a lot of children would probably not know the negative version of some of these words.  In Gloria Naylor’s article, for example, she explains that the “n” word had a different context to white people than her family, which were black.  When a boy called her this name, she did not understand the meaning, but quickly understood that it was a bad word to them, since the teacher had a negative response.

The students continue to mention some words in their own language because a word the teacher said sounds like that word.  This can prove the idea that all language derives from one early language.  In terms of English as a global language, I feel like that is proved also in ESL classrooms.  They have basic speaking skills in English and they are quickly emerged into regular English speaking classrooms and ESL classrooms.  This is a little different than our discussion on globalization because we talked about English speakers coming into countries and making English a required language.  These students have come into Canada with intentions to learn English because it is the most common language spoken in Canada.

I can link audiolingualism to my experiences, as well.  Audiolingualism consists of drills, question and answer, dialogues, positive reinforcement and a lot of repetition.  When the students are learning new words or looking back at alphabet sounds, they repeat that word or sound various times to get the learning to sink in.  This relates to when I talked about the teacher going through the alphabet and getting the students to say the sound and a word starting with the letter multiple times.  A lot of the times when I’m reading with the students, I will get them to repeat words to me and read a sentence over to reassure me and themselves that they understand what they are reading.  A lot of dialogue goes on in class, which is a great aspect of this classroom.  The teacher will often ask something relating to the lesson, and the students will answer and reflect on each other’s answers.

Myth #2 in our Language Development textbook is:  Younger children are more effective learners.  The reality explained in the chapter is that younger learners are better at learning with little or no accent, but older learners are more efficient.  I have noticed at the school that the older learners in grade 4/5 are progressing and understanding faster than the younger learners in grade 2/3. This is on a smaller spectrum than what the author might have been thinking (children vs. adult), but I think it is relevant.  A lot of the newly arrived students in the ESL classroom have brothers and sisters in different grades, so they all came into Canada at the same time.  The older siblings often compare words in their own language and apply that to their learning.  This is not happening as much with the younger students.

You can say that we use operant conditioning in the classroom, also.  We are big high-fivers and this often happens when the students succeed in an assignment or accomplish a goal.  The students do language learning activities on the computer some times and this is a motivational tool for them to work hard during the learning beforehand because they really enjoy the activities online.  The teacher will also sometimes bring in snacks for the students on special days. You can tell that this encouragement affects the students because they smile or look very happy.  You can see a sense of accomplishment and pride in them, which is one of the greatest things to see with this profession.  These moments are the best things to experience because I see the students progressing, and at the same time, I am progressing because I am learning so much from these individuals as I work with them.