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• Punishment versus Reinforcement -- Emily Clark, 18:39:44 01/31/07 Wed
  I know exactly what some of you mean when you say many teachers threaten to punish students to make students do their work. I too have been guilty of this. Reinforcement (ie. negative reinforcement like taking away something bad, like a boring writing assignment and replacing it with a fun activity, or positive reinforcement like treats, grades, etc. ) should be a motivating force behind students acheiving and behaving in the classroom. Unfortunately, I think not all students respond solely to this. So, while punishment may not be the best solution, (as the power point suggests, and as many of you have mentioned), mild punishment combined with rewards for the right behavior I believe are a means to maximized class time on task and minimized time off task. My consequences system is mild (student gets a warning, student has meeting (mini detention of like 5 minutes) with me after class, students parents are called, and then student is removed from classroom), but it works alright. And I am almost positive that if I made it any weaker, I would lose the control that I do have over some students. While some seem intrinsically motivated (and motivated by rewards), others don't seem motivated by much except not having to stay after class. I would like to find a way to make reinforcement more effective and minimize punishment, as I am not a natural disciplinarian, but I don't know how well it would work. Perhaps others have suggestions they have tried.
  

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  • Re: Punishment versus Reinforcement -- Beth Hansen, 20:36:44 01/31/07 Wed
    • Re: Punishment versus Reinforcement -- Nick Getschman, 22:08:54 01/31/07 Wed
  • Re: Punishment versus Reinforcement -- LaShundra Richmond, 19:55:49 02/07/07 Wed
  
  
• Brain Plasticity-Chapter 3 -- Fawziya Rafael, 13:18:56 02/07/07 Wed
  It was very interesting to read the section on brain plasticity in chapter 3. Throughout my education, I have frequently heard about how the brain of young children has the ability to repair itself after brain injury, by one hemisphere taking over the functions of the other hemisphere in order to compensate for damaged areas. However, I was under the impression that this plasticity is reserved for the brains of young children. I was amazed to learn that brain plasticity actually continues up to the late adulthood years. Even though the brain it less “plastic” during these years when compared to the early childhood years, it is still amazing that the brain retains this ability to repair itself throughout the majority of an individual’s life! Very Cool!
  

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  • Re: Brain Plasticity-Chapter 3 -- Christine Beckwith, 18:29:33 02/07/07 Wed
  • Re: Brain Plasticity-Chapter 3 -- Emily Clark, 19:19:14 02/07/07 Wed
  
  
• Punishment or Behavior Modification -- Ethel S. McKinney, 17:05:58 02/04/07 Sun
  Several years ago I attended a class called Effective Black parenting. It dealt with alternatives to spanking your children. Culturally African Americans spank and physically punish their children in order to modify deviant behaviors more than other American cultural groups. The class taught us as parents that we have to be more responsible for setting the ground rules first. All consequences for specific actions are to be laid down and discussed thoroughly with your children in language and boundaries that are age and developmentally appropriate. In other words if a 2yr. old steps off the sidewalk on a busy parking lot don't chastise or punish them; Hold Their Hand! He/she is still a baby. Discuss with them as you walk together,holding each other, the reasons for staying close on the parking lot. The child is not stressed and neither is the parent. Eventually the child will stay with you because the rule says stay together, not because mom will yell and hit. The class taught that parameters such as punishment II, with the taking away a goodie, is easier on everyone. Small children respond to knowing that if they don't stop kicking and screaming they will lose their ice cream dessert and their favorite cartoon. And also, that if you want to remove as many of the deviant behaviors as possible, you must set the rules first. They must also be constantly REPEATED. Children continually forget important things so if the child can read, post the rules where they can be seen. This method also helps avoid the Avoidance response. The child learns what is expected and has foreknowledge of consequences. If at this point deviant behaviors occur, parents must follow through with the consequences and help the child learn consistency.
  

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  • Re: Punishment or Behavior Modification -- Rachel Landau, 20:39:23 02/06/07 Tue
  
  
• Technology Traps -- Ethel S. McKinney, 17:52:17 02/04/07 Sun
  I find the article you read very interesting, Tish.I teach Middle School Math, so they want us to use every bit of technology we are exposed to and expose our students to it as well. Calculators for tests and Television,videos, computers. My students are so desensitized by the constant influx of technology, that they are having trouble thinking logically.Young women feel its okay to dress like strippers, young men idolize gansters and criminals. It's in the music and on the computer, everywhere they look. I wouldn't go so far as to wholeheartedly agree with the author of the article. I see a whole different trend with children acting older. Have you intercepted a MySpace transmission before, or seen what's on those pages? Where did the children go?
  

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  • Re: Technology Traps -- Derwin Sisnett, 15:09:19 02/05/07 Mon
  
  
• The Government and Punishment -- Tish Colvin, 13:56:23 02/02/07 Fri
  Last night NPR covered the story of a California congresswoman's effort to outlaw the spanking of children under age 4 (as a side note - does that mean people think it's fine to hit a child once he/she turns 4?). The bill has sparked controversy. Some people think it's alright for the government to be involved because they view spanking as a serious matter. Others think the government has no role in child-rearing. Spanking is a form of punishment I: "Adding a baddie". Perhaps research that shows punishment I to be less effective than reinforcement (or punishment II, "taking away a goodie", followed by reinforcement) should be used to solidify the argument against spanking.
  

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  • Re: The Government and Punishment -- Miriam Dolin, 08:53:18 02/05/07 Mon
  
  
• Punishment II -- Lila Kayali, 14:47:46 02/03/07 Sat
  When I was teaching in Jerusalem, I observed that when students would misbehave in class, many teachers would take away their gym class or lunch period as a form of punishment.(Punishment II- taking away something good.) I didn't like this idea very much because while it may work with some students, I just noticed most of the students misbehave more in the following classes. PE class and lunch period give students the chance to get out their energy and focus better during class so I think we as teachers need to make sure that the punishments we are using give us the results we want.
  

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• Behaviorism -- Brooke Sanders, 14:11:47 02/01/07 Thu
  I found Skinner's Behaviorism View to be very interesting. I agree that development is behavior and that rewards and punishments in an enviorment can shape behavior.I also liked the rearranging experiences view. Which stated that rearranging experiences can change development which to me can be a very positive thing for the youth.
  

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• Punishment -- Brad Kovach, 00:38:45 01/31/07 Wed
  I had a class over the weekend at the Carrier center in Collierville in which we discussed punishment and it's place in the classroom. It seems that (and forgive me if this is common knowledge but I'm somewhat new to the education field) there are a lot of teachers out there who like to just dangle some sort of threat out there (extra homework, detention, etc.) in order to motivate their students. I guess I never really saw the harm in this practice, but after learning a little more about punishment from the powerpoint included in our class CD I can see why this is not a good idea. I think what jumped out at me was that punishment will never shape a good response nor will it ever eliminate the bad response but only delay it. I also found it interesting that with avoidance responses you could encourage behavior less desirable than that which you were originally punishing.
  

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  • Re: Punishment -- Erie Martha Roberts, 16:33:45 01/31/07 Wed
  • Re: Punishment -- Cassandra Schuyler, 13:18:56 02/01/07 Thu
  
  
• Chapter 2 -- April Dandridge (Happy), 21:14:49 01/31/07 Wed
  After reading Chapter 2, I became fascinated with Vygotsky’s Sociocultural Cognitive Theory. According to the reading, Vygotsky emphasized how culture and social interaction guide cognitive activities. He also taught that cognitive development is collaborative (joint/group). I absolutely agree. In order for our youth to achieve higher levels of reasoning/thinking, they have to be able to collaborate with experienced adults or same age peers. I also liked how Vygotsky focused on the importance of culture.
  

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  • Re: Chapter 2 -- Evelyn Moore, 21:50:59 01/31/07 Wed
  
  
• Article from 1-25/Behaviorism -- Kelly Folsom, 20:14:35 01/31/07 Wed
  After reviewing the article included on the CD from last week I began grappling with one of the solutions to help teens transition into adulthood. The article suggests setting clear boundries of what is negotiable and what is non-negotiable. Many of the students I work with seem to think everything is negotiable (uniforms, homework, what we do in class, their grade, etc.). I think this is healthy in many ways. They are questioning the status quo and authority...pushing for change developing a voice. However, they are not always adept at knowing when negotiating is acceptable and when it is not.
  
  One of my jobs as a teacher is to set those boundries, and help students become better at being engaged in these actions.
  
  I believe that adolescents have probably challenged the status quo and their parents throughout history (rock-and-roll, OH MY) and have encouraged many changes. Perhaps we challenge things more today because of things like Vietnam and Watergate or simply things in our own lives?
  
  Questions I am still grappling with:
  Where and how does this behavior develop (parents, friends, teachers, society, Woodward and Bernstein, a combination of everything?)? What motivates these actions (a desire for less work? self interest, delay, need for attention, desire for power, leadership?) Is it more of a positive or a negative act?
  

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  • Re: Article from 1-25/Behaviorism -- Nick Pellegrin, 21:27:34 01/31/07 Wed
  • Re: Article from 1-25/Behaviorism -- Evelyn Moore, 21:40:23 01/31/07 Wed
  
  
• Behaviorism -- Evelyn Moore, 21:32:41 01/31/07 Wed
  It is true that there are many theories or world views on behaviorism: cognitive perspective, behavioral perpective, and psychoanalytic perspective. I agree with the Chapter 2 Focus article that there is no one theoretical perspective that explains people's behavior. However, when working in the classroom environment everyday you have to assess the best way to effect positive change in the lives of the students. Regardless of the socio-economic or cultural ethnic status every day produces different results. What worked yesterday or last week may not work today. In some classrooms today, the teacher has to be like a hostage negotiater. Most teachers are not trained in this capacity, therefore, the atmostphere is lost and controlled by the student. On the contrary I do not have this problem as I operate as a general, from the beginning, I focus on the cognitive perspective taking the student from where they are to where I want them to be socially, emotionally and physically. How the student acts is not as important as how they think. I believe if we can change how people think we can change their lives in positive directions.
  

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• Post #2 -- Jeff Osborne, 21:16:02 01/31/07 Wed
  Chapter Two briefly mentioned the views of Karen Horney. Just out of curiousity I decided to look into her a bit more. She was known to be a critic of Freud because his works may be biased due to a male dominated society. She also mentioned something which I found somewhat interesting when applied to adolescents. Horney discusses the theory of self in which we have two views of our self, the ideal self and the real self. She believed that it is this split self that is responsible for a form of neurosis in which one is never able to actualize his or her potential because he or she is stuggling reconcile the differences between the two selves. The individual is unable to accept the true self and let go of the self he or she "should be."
  
  This is a simple description of what she postulated in the theory of self, but I think it carries some weight when applied to adolescent psychology. In my particular case, as a middle school teacher, I commonly find myself saying that I wish a particular student would just be themself and quit trying to be something or someone they are not. This child, may be continually striving to be the ideal self as opposed to the real self and the effects of this quest for the ideal self may be manifested in other ways (i.e. Behavior).
  
  I hope this made sense to everyone else. Its an interesting theory if you have time to read it all. There are all kinds of sites on Karen Horney if you Google her, but wikipedia has a pretty good entry for her and her works.
  

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• Rites of Passage -- Missy Flinn, 20:45:27 01/31/07 Wed
  In class we discussed rites of passage, and if our society had more defined rites of passage what effect it would have on adolescents and adults. We discussed that certain adults, although having obtained their first independent job or having gone through other rites of passage, still do not take on the responsibility of adulthood. On the other hand, children and adolescents from impoverished backgrounds often take on adult responsibilities and go through certain rites of passage at a young age. Many children have their first job very early in life in order to help support their family or are helping take care of their younger siblings and often acting as the parent. The transition into adulthood from adolescence is often obscured by the necessity of growing up or the rebellion against it.
  

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• cultural/gender bias -- Jessica Roesch, 20:08:13 01/31/07 Wed
  I found the discussion in Chapter 2 on cultural and gender bias in research to be one of most interesting and important topics. I think that society places alot of trust in research findings and when conducted improperly or unethically, findings can lead to huge misconceptions. The scary part of this is that these findings often turn into beliefs or assumptions about student populations by teachers and others working with adolescents. Findings from esearch conducted on an all male sample should not be assumed to be true of females and vice versa. I think it is an even greater disservice to the educational community to discount minority data. This chapter commented about the tendency for researchers to throw out scores from minority participants because they may confound data. This practice leads to a lack of generalizability to real world populations, the populations that you and i will undoubtedly encounter in our professions.
  

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• Chapter 2 - 1/31/07 Discussion -- Lauren McAdams, 20:07:53 01/31/07 Wed
  Chapter 2 gave many examples of different types of developmental stages that children go through. First it exaimned the work of Freud and Erikson through the Psychoanalytic theory and then observed Piaget's cognitive developmental theory. I found the psychoanalytic theories interesting, but more interesting to me as far as children in the classroom go was the cognitive developmental theory of Piaget. I like how Piaget set out standards as to where children should be at a certain age, but I feel that if parents or teachers take these stages too literally then children could feel interior. If children do not live up to these standards or do not meet these stages at a certain age, it is not necessarily mean something is wrong with them and parents should not take these stages too literally. I feel that Piaget set up these stages in order to set a standard as to where children should be at a certain age, but they should not be the only thing that values a child's age level maturity.
  

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• eclectic theoretical orientation -- Bryan Wilson, 19:46:37 01/31/07 Wed
  Once I read the first line of the section titled Freud’s Theory, I became very skeptical. I wonder how much credible work one can find using abnormal patients as subjects. Then, I asked myself what was a normal patient. Freud seems to be an odd fellow, but I believe he makes an excellent point with the psychosexual stages. I do find the Oedipus complex extremely odd but not out of the realm of possibilities. I especially like Vygotksy’s theory. I like the incorporation of social interaction and culture into the cognitive development. The more I read, I began to feel that I could be sold just about anything dealing with development. This is why I am 100% with the eclectic theoretical orientation.
  

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• Chapter Two Discussion -- Julie Falvey, 19:42:26 01/31/07 Wed
  After reading about all of the different developmental theories in chapter two, I think an eclectic theoretical orientation makes the most sense. As in any discipline, the pioneers of a particular kind of thinking, e.g., Freud and Skinner, become the purists, and theorists that come after them build on their work and subsequent theories become more integrated and better defined. I think social changes perpetuate the evolution of adolescence more than any other factor. Biological factors remain largely the same, but the influences surrounding children are constantly changing and are becoming more challenging. I was reading an article entitled “Boys’ Life” in the February issue of the Smithsonian today in which the author described childhood in Des Moines, Iowa in 1950 as “unsupervised, unregulated and robustly physical.” The author goes on to provide this anecdote: “Once when I was about 6, I saw a kid throw a rock at another kid, from quite a distance, and it bounced off the target’s head...and made him bleed. This was talked about for years. People in the next county knew about it. The kid who did it was sent for about 10,000 hours of therapy” (Bryson, 20). Flash forward to Columbine, gang initiations, internet bullying, and the escalation of violence among females. What is causing this escalation in social cruelty among adolescents? How will it impact their adult lives?
  

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• belated intro/thought -- Christine Beckwith, 18:57:15 01/31/07 Wed
  I just realized that I my posted introduction last week did not go onto this group, so some other group knows an awful lot about me. I would just like to address the concept that was brought up that adolescence lasts through college into the first job an individual has. The students I teach are definitely in the throws of adolescence (9th and 12th graders), and although I still had some maturing to do through college, I still think would not have dubbed myself an adolescent. The amount of self-awareness I had, combined with my awareness of my role in social groups,was much greater than that of say, an 18 year old in the midst of adolescence. Just a thought.
  

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• class discussion 1-25-07 -- Fawziya Rafael, 07:25:34 01/31/07 Wed
  During the last class, we briefly touched upon Margaret Mead’s Sociocultural Theory. Although her theory tends to get easily dismissed, I can see why she perceived culture as playing a greater role on adolescent development than biological factors. When we refer back to the 3 categories of the nature of development (Biological, Cognitive, and Sociocultural), it is the sociocultural factors that would have the greatest variation from one adolescent to the next. As an example, peers tend to become a greater influence on adolescents in America than their families. In other cultures however (i.e. Hispanic, Asian, Middleeastern, and more) this shift away from the family does not occur. Traditionally, family remains the primary importance and influence in adolescents’ lives. Also, the strive for independence is very much an American trait, since various other societies tend to discourage independence and instead focus on what’s best for the family as a whole. Therefore, although I agree that Biological and Cognitive factors are important, these tend to be more generalizable among all adolescents. It is the cultural factors that greatly change the adolescent experience. At least that’s my opinion :).
  

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  • Re: class discussion 1-25-07 -- Rachel Landau, 18:52:39 01/31/07 Wed
  
  
• Bias in Adolescent Research -- Evelyn Moore, 16:50:35 01/31/07 Wed
  As a research analyst for more that 20 years, I was most interested in the research challenges to ensure that a research conducted is ethical. As stated in Chapter 2 (p.57) "Ethics is an important part of the science of adolescent research." One day when picking up my daughter at the University of Memphis, I performed a random research of students walking across campus talking on cell phones. Approximately, 3 out of 5 were talking on cell phones. The gender and race were equally distributed. However, in the classroom, I somehow have a problem not crossing the boundaries of being biased when there is an African American young man that walks into the classroom with his pants hanging under his rearend. I noticed that I will tell him, quickly without thinking, to pull his pants up, but I am less proned to address other young men of other cultures. This is a growing challenge because analysis is analysis, guided by the researcher. We much minimize gender, cultural and ethnic bias. As an analyst, I am more prone to do my own research, unless it is derived from a noted research group, because statistics in any research can be skewed negatively or positively based on the researchers point of view. Overgeneralizing is a major challenge in validating research data.
  

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• Behavior Modification -- Elizabeth Luster, 13:26:54 01/31/07 Wed
  Hello-my name is Elizabeth Luster-didnt get to introduce myself last week--($) Anyway, I dont know about you, but these DEFINITIVE perspectives absolutely blow my mind! I am a single mother of three young children and I teach at the Memphis Job Corps Center(Math and Science). EVERY day I try applying various combinations of these behavioral modifiers with relatively decent success BUT I sometimes wonder if anyone is working on a more complete combo theory that takes into account the reality of the adolescent, urban classroom with LD, ADD, ED, SPED, Normal, etc. students. It would truly help in the retainment of new teachers! Nevertheless, the hardest and most valid point to all of these concepts is consistency~repetition~time! YIKES!!! That can be a hard pill to swallow after the kind of day I've had!
  Also, I think it is extremely interesting that each one of the world perspectives addresses a specific and/or central "hard drive" that governs behavior; cognitive-mind, behaviorism-body, psychoanalytic-soul(Gk.psyche~soul;breath).
  

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• Class Meeting & Ch. 2 -- Shannon Alpe, 11:50:59 01/31/07 Wed
  I had never really thought about adolescence being a 20th century invention until last week's class discussion. Isn't it amazing how society views adolescence? In Chapter 2, I find the study of the various theories very interesting. When I parallel Piaget and Erikson, I find myself questioning my parenting abilities. I prefer Piaget to Erikson. As for Freud, I agree with "less emphasis on sexual instincts and more on cultural experiences as determinants of development" (Santrock, 40).
  A child, that I originally observed for a previous class, eventually shadowed, and now see socially, was finally diagnosed PDD two years ago. I say finally because first and foremost she did not speak for the first four years of her life. While attending preschool, she was encouraged to speak using her normal voice or "funny" voice. At this point however we could get her to speak. Other than occasional flapping/jumping and only using her funny voice, there were no other signs of Autism. While presenting a poem in front of the entire school during her 5th grade (2005-2006) year using her funny voice, the children laughed. She has not spoken since. Having been prescribed meds for Social Anxiety Disorder, after having been on them for less than a week, she began speaking again. (Meds that require being in the system for at least 30 days before noticing a change) Part of the time in her funny voice, the other part of the time in her real voice. Social cognitive theory at work.
  

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• Ethics in Research -- Miriam Dolin, 09:27:31 01/31/07 Wed
  I find ethics in research very intriguing. Chapter two in the book touched on ethics at the end. I imagine most of us have heard of various studies that clearly violate ethics (perhaps human ethics as well as research ethics), these are the studies where people respond with an audible gasp because of the atrocities committed during the study. But surely researchers violate the rights of the participants in their studies everyday, often without knowing it. There is an interesting debate behind these “mild” violations, especially if we can assume the participants are willing adults. If the adult participants willingly agree to be in the study and know they can leave whenever they want, shouldn’t we in some way recognize their autonomy and ability to make decisions for their own good? I can see a fine line between ethical boundaries and patronizing the participants (and therein setting up a moral or social hierarchy with the researchers “above” the participants). Certainly, if the study requires children or people with limited mental or physical function, the need for ethics becomes much stronger. I am not saying we don’t need ethics, I just think it is an interesting discussion.
  

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• Class meeting 01/25/07 -- LaShundra Richmond, 11:39:30 01/30/07 Tue
  I think the rites of passage for the United States is a good idea, because some adloscents need to at least get an idea of when it is time to GROW UP....even if they don't follow suit. Most younga adults still have an adolescent mindset because I don't think they are aware of the fact that they are not children, adolescents/teenagers anymore.
  Next, I am also amazed at how technology has expanded into the homes of many families and into the bedrooms of many youths. Its nothing for a 13 yr old to own a PC or even better, a DELL laptop. My boyfriend's neice begged for an ipod for Christmas and my god-daughter (4yrs.) wanted a cell phone so she could text me while she's at school!!!!
  

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• Introduction -- LaShundra Richmond, 11:31:28 01/30/07 Tue
  Hey....its me...Miss LaShundra Richmond. I am a May 2006 graduate of Tennessee State University in Nashville, TN.
  I am currently a graduate student pursuing my M.A.T in hopes of teaching secodary Social Studies/Government. Honestly, I do not plan to just teach, but actually plan to continue going to school until I get tired or they kick me out!!!
  

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• Stereotyping -- Lila Kayali, 12:12:38 01/29/07 Mon
  In class we discussed differences in how adolescence is perceived by society. Many people characterize adolescents as rebellious, depressed, and lazy. I think it may be problematic for our culture to stereotype adolescents so negatively because it may be contributing to the difficulties that people in this age group are facing. I read on the Psychology Today website that from 1980-1984, the population of people under the age of 18 declined but the amount of adolescents admitted into psychiatric hospitals increased by 450%. This may be because parents are viewing every problem that adolescents face as a disease. Also, the third highest cause of death among adolescents is suicide (American Psychologist). I agree with the idea that it may help if our society encourages more people in this age group to develop bonds with adults outside of their family, such as mentors
  

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• Bullying -- Derwin Sisnett, 06:51:19 01/29/07 Mon
  I just read an article, "Pushing Back at Bullying," which was published in the New York Times yesterday, and it addressed a major part of the storm-and-stress that adolescents experience. Oftentimes we belittle the adolescent experience by exclaiming that adolescents have it easy as compared to adults in the "real world"; however, the world of adolescence is real indeed. When you look back to your adolescent experience, do you think it was less stressful than it is now?
  

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• Acting Older -- Tish Colvin, 06:33:30 01/26/07 Fri
  In class last night we talked about the potential effect of creating a definitive rite of passage in the United States. We later discussed the increased use of technology. Time magazine had a recent article ("Busy is O.K. For Kids") with relevant information on both topics. The author mentions David Elkind, a pyschologist who has warned that overscheduling activities for children is harmful. In fact, in his book "The Hurried Child" he claims that "drug use, suicide, early sex, and bad grades" are due to children acting older partly thru the use of technology. In contrast, the Time article author (John Cloud) outlines how many psychosocial issues have actually improved over the years: lower teen pregnancy rate, a decrease in drug use, less school violence (which personally seems hard to believe but perhaps the recent incidents are just more publicized?). If Elkind was asked whether a definitive rite of passage might help U.S. adolescents he MIGHT say "yes" but I can imagine he would only encourage the event to happen in late adolescence (18 - 23 years of age) not early (11 - 14 years old) or middle adolescence (15 - 18 years old). In that way, children would not be forced to grow up too early - a phenomenon he views as dangerous.
  

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• Introduction -- Erie Martha Roberts, 18:47:10 01/25/07 Thu
  Hello! I'm Erie Roberts, a recent transplant to Memphis from Milwaukee, WI. My undergrad degree is from Illinois Wesleyan University in Bloomington, IL. I'm a history and English double major, and also speak German. I'm currently teaching 8th grade social studies at Kingsbury Middle High School. I'm in the TEP, hoping to change to the MAT. I want to stay in education, but I'm not sure what, exactly, I'll be doing. Can't wait 'til class!
  

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• Introduction -- Lila Kayali, 12:31:20 01/25/07 Thu
  Hi! My name is Lila Kayali. I graduated from the University of Illinois with a BA in Psychology and a minor in Biology. I taught overseas, in Jerusalem, for a year and a half. This is my first time in Memphis. That's it for now, I'll see you all in class.
  

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• introduction -- april wade, 22:08:59 01/24/07 Wed
  hi guys, my name is april wade. i graduated from the university of memphis in 2005 with a bachelor's in spanish. i am working on my master's in spanish with a license to teach. the syllabus for this class scares me!! i hope i can keep up.
  

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• Introduction -- Nick Getschman, 19:29:27 01/24/07 Wed
  Good evening everyone! My name is Nick Getschman and I'm here by way of the great state of Iowa. I graduated from the University of Iowa with a degree in Exercise Science and now find myself in my first year here in Memphis teaching Biology at East High School. I coached football this fall and I am the baseball coach this spring, so come out some time and cheer on the Mighty Mustangs! See everyone on Thursday.
  
  Nick
  

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• Introduction -- Nick Pellegrin (Wooo!), 19:28:19 01/24/07 Wed
  Hi everybody! My name is Nick Pellegrin, or as students know me, Coach P. I'm currently a U.S. Government and Economics teacher at Westwood High School. I coach cross-country, basketball, and tennis. We won today! I recently moved to Memphis from the great state of Ohio. I have a B.A. in Economics and Sociology/Anthropology from Denison University. I'm looking forward to learning with everyone!
  

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• Introduction -- Julie Falvey, 19:18:59 01/24/07 Wed
  Hi All! My name is Julie Falvey. I am currently working toward my middle grades (4-8) certification in the College of Education. I received my BA in English from the University of Denver in 2000 and have worked in publishing and fundraising since graduation. In my spare time, I enjoy art, reading, and writing.
  

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• introduction -- Beth Hansen, 18:16:58 01/24/07 Wed
  Hello! My name is Beth. I recently moved to Memphis from Washington state and am teaching 8th grade Language Arts at Westside. I hope to get my masters in teaching and then perhaps teach 11th and 12th grade English.
  

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• Introduction -- Emily Clark, 17:24:02 01/24/07 Wed
  Hi! My name is Emily Clark. I originally moved to Memphis from Atlanta to attend Rhodes College in 2002. I graduated from Rhodes in 2006 with a BA, double major in Spanish and Psychology. Since graduating, I have been teaching Secondary Spanish at Southside HS!
  

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• Introduction -- Cassandra Schuyler, 17:10:47 01/24/07 Wed
  Hi everybody! My name is Cassandra Schuyler. I was born in Niles, Michigan and I attended the University of Miami in Miami, Florida. I recieved my B.A. in Communications and Criminal Justice. My ultimate interest though is in teaching. I am an 8th grade science teacher and love working with my kids. I am working towards my MAT in teaching to continue my work in education. I like sports, basketball in particular and traveling to new places. I also coach softball at my middle/high school.
  

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• Introduction -- Jeff Osborne, 16:07:12 01/24/07 Wed
  Hello. My name is Jeff Osborne. I'm from a small town on the east coast of Central Florida called Titusville. Its a little city on the water where fish, work at NASA, and dodge hurricanes. I love sufing and am strugling to survive in Memphis with other outdoor activities. I attended the University of Central Florida where I received a B.S. in Liberal Studies and a M.S. in Health Services Administration. I plan on teaching for the next few years and then returning to college to pursue another graduate degree in the field of health care.
  

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• Introduction -- Missy Flinn (Happy), 12:48:07 01/24/07 Wed
  Hi! My name is Missy Flinn. I was born in Augusta, GA but have lived in Memphis most of my life. I attended Rhodes College and received a B.A. in Psychology in May 2005. I just received my M.A. in School Psychology and am working towards my Ed.S. degree. I plan to stay in Memphis and hopefully start an internship in Memphis City Schools next fall.
  

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• Introduction -- Bryan Wilson, 10:57:00 01/24/07 Wed
  Hello everyone! My name is Bryan Wilson. I am from Memphis, TN, and I attended Whitehaven High School. After I graduated from high school I moved to Baton Rouge, LA and attended Southern University. After I graduated in the field of Psychology I worked at Youth Villages (a residential treatment facility), but didn’t feel I was using my full potential. I moved back to Baton Rouge and did some substitute teaching and really enjoyed it. I am currently working on getting my MAT so I can teach History in high school.
  

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• hello -- Derwin Sisnett, 08:48:04 01/21/07 Sun
  Hello everybody . . . my name is Derwin Sisnett. I was born and raised in Queens, New York. I received my BA in Psychology from Emory University, and an MFA in Creative Writing from Hollins University. I love to teach, but I also appreciate the work that is done in administration, so I am teetering between being a full professor or continuing my work in administration after I earn my doctorate in EdPsych. I'm open to suggestions!
  

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  • Introduction -- Gaia Abell, 11:09:56 01/21/07 Sun
  • Re: hello -- Bryan Wilson, 10:53:40 01/24/07 Wed
  
  
• Introduction -- Evelyn Finney Moore, 14:49:03 01/23/07 Tue
  Hello Everyone! My name is Evelyn Finney Moore. I am originally from Memphis, TN. My undergrad studies were at Lincoln University in Jefferson City, MO in the area of Music and Performing Arts. I worked as a teacher after returning to Memphis for 5 years before going to work at FedEx where I spent 17 years, and traveled around the world Germany, France, Switzerland, Singapore, Taiwan, Japan, and Canada. I resigned in 1998 and since have been pursuing my next career. I hold a Master of Business Administration from Colorado Technical University (2005). I am a substitute teacher. I am currently working towards a Master of Arts in Teaching (MAT) and the Teacher Education Program (TEP). I am encourgaed to work toward my doctorate in higher education.
  
  In addition, I am a mother, wife, grandmother, business consultant, preacher (Assistant Pastor New Zion Ministries), and teacher.
  

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  • Re: Introduction -- April Dandridge (Happy), 10:36:18 01/24/07 Wed
  
  
• Introduction -- Fawziya Rafael, 18:14:49 01/23/07 Tue
  Hey everyone!
  My name is Fawziya Rafael. I am half Palestinian and half Puerto Rican, but born and raised in the U.S.A. I have lived in Memphis for the past 8 years. I recently received my Masters in School Psychology, and am currently working on my Education Specialist degree. I will hopefully be starting my internship in the Memphis City Schools this fall and plan to continue working in the MCS’s. I am looking forward to the course and getting to know the rest of you guys!
  F.R.
  

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  • Re: Introduction -- April Dandridge (Happy), 10:32:44 01/24/07 Wed
  
  
• Introduction -- Rachel Landau (complacent), 19:30:40 01/22/07 Mon
  Hello! My name is Rachel Landau and I was raised in a small town in central Florida. I received my BS in Psychology with a minor in Education at the University of Florida. I then moved to Memphis with my fiance and 2 kitties (I since added a 3rd) to start the School Psychology program about a year and a half ago and have since received my MA in School Psychology. I am currently working on my Ed.S. degree and I want to work in the schools for a few years and then go back to get my PhD in Educational Psychology. I want to perform research in the areas of literacy and early childhood, and eventually teach at the undergraduate and graduate levels. Also, I get married in Jamaica this May and I'm very excited!
  

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  • Re: Introduction -- April Dandridge (Happy), 10:25:47 01/24/07 Wed
  
  
• Introduction -- April Dandridge (Happy), 20:27:24 01/23/07 Tue
  Hello, everyone! My name is April Dandridge. I’m originally from Independence, MS, and I am 26 years old. I moved to Memphis after high school to attend University of Memphis. I received a BA in Journalism with a concentration in Advertising. After graduation, I tried finding a job in advertising and nothing happened. After having so many doors shut in my face, I realized maybe advertising wasn’t for me. Then one day, my pastor asked me to teach a Sunday School class and I fell in love. At that moment, I knew what life had for me. As a little girl, I always wanted to be a teacher. I had perfect attendance since Kindergarten. :) So, I did the smart thing and went back to school for a masters. I will be enrolled in the MAT/TEP program this fall. After graduation, I plan to be a teacher for a couple of years and then moving into the administration area.
  

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• Introduction -- Lauren McAdams, 19:36:52 01/23/07 Tue
  My name is Lauren McAdams and I am from Savannah, TN. I am currently still an undergrad student majoring in Math and Sociology. I will graduate in May and enroll in the Masters of Arts in Teaching program for the fall. I am taking this class as a combination senior. When I graduate from the Masters program, I plan to teach Mathematics at the secondary level and possibly teach Sociology at a Junior college or Community College.
  

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• Introduction -- Ethel McKinney, 18:14:35 01/23/07 Tue
  Hello, My name is Ethel McKinney. I have a BS in Math and Computer Science from LeMoyne-Owen College and several graduate hours from APSU.I teach 7th and 8th grade math at Bellevue Jr. High.I have been teaching in some capacity since I was 19yrs. old, some 18 yrs ago.I hope to gain useful insight from this class and that it helps me to better understand my students.
  

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• Introduction -- Kelly Folsom, 18:06:49 01/23/07 Tue
  Greetings. My name is Kelly Folsom. I teach US history, AP US history, and world history at South Side high school. I grew up in Michigan, lived in Washington, DC for the last 6 years, and just moved to Memphis in August. I have a MA in history from American University in DC. History is my passion and I love teaching. I am working on getting a MAT mainly to help me cultivate my craft. I am a huge hockey fan (I love the Red Wings).
  

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• Introduction -- Shannon Alpe, 14:39:11 01/23/07 Tue
  Hello! My name is Shannon Alpe. I teach ESL at Wells Station Elementary. I received a B.A. in E.S.L. from the U of M, and am currently working on my M.A.T. Until last year, I worked in the regional publishing world and enjoyed being with my daughter before she became a full time Kindergartener (now 1rst grader).
  

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• Introduction -- Jessica Roesch, 21:20:58 01/22/07 Mon
  Hey Everybody! My name is Jessica Roesch. I'm from Cincinnati, OH. I moved to Memphis in August 2005 to work on an EdS degree in school psychology. Right now, I'm focusing on finishing up my coursework in Memphis and finding an internship.
  

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• Introduction -- Miriam Dolin, 18:37:15 01/22/07 Mon
  Hey Everyone! My name is Miriam Dolin. I am originally from Louisville, KY. I moved to Memphis in 2000 to attend Rhodes College. I graduated in 2004 with a double major in religious studies and political science. I worked at the Memphis Child Advocacy Center as their volunteer coordinator and then as a kindergarten teacher at St. Paul in Whitehaven. I then moved to Dublin, Ireland with my husband where we both completed Masters program. I just recently moved back to Memphis and am just starting the MAT program (to teach secondary government and history). That's me in a nutshell!
  

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• Introduction -- Bradley Kovach, 21:27:14 01/21/07 Sun
  Hello, my name is Brad Kovach. I'm originally from Pittsburgh, PA but have been living in Memphis for almost 2 years now. I received my BS in Molecular Biology from Grove City College in Grove City, PA and was then recruited to Memphis to work as a staff scientist at a small biotech company downtown. I was married last March, back in Pittsburgh, and now live with my wife and two dogs on Mud Island.
  

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• Intro -- Brooke Sanders, 20:42:43 01/21/07 Sun
  Hello everyone! My name is Brooke Sanders. Im from Little Rock, AR. I just graduated in Dec. from TheUofM with a B.B.A in Marketing and Sales. After working with GearUP Memphis, which is a partnership between TheUofM and Memphis City Schools, on the administrative side of the program I decided to get into the MAT program. I would like to teach some type of business courses on the secondary level.
  

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• Introduction -- Tish Colvin, 07:19:32 01/19/07 Fri
  My name is Tish Colvin. I'm originally from a suburb north of Chicago. I went to undergrad at University of Colorado in Boulder. Then did a Master's program at George Washington University in D.C. I have also lived in San Francisco and Richmond, VA.
  
  As mentioned in class, I'm in the Ph.D. Ed Psych program. I'd like to teach at the undergrad and perhaps grad level once I'm finished with my degree. As a side note I'm very interested in international travel. I've studied abroad in Ecuador, Spain and Kenya.
  

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• Posting #1 -- Dr. Mueller, 15:39:22 01/18/07 Thu
  Howdy! Welcome...
  

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