Choose To Be Grateful

Choosing to be Grateful 

The New York Times article brings up the topic of gratitude and giving thanks. Around this time of year, with Thanksgiving and Christmas and New Years soon to follow, people become more aware of the blessings that surround them. They become more grateful for family, friends, and food on their table. However, the article also talked about how it is hard to be grateful sometimes in a world full of deprivation and depression. With the recent tragedies that have effected our world, it is only cause to reflect more on what we are thankful for. The article's main point is that even if you are nit grateful, even if you think you can find nothing to be grateful for, if you act the part you will eventually grow grateful. Simply by choosing to be more grateful, we will raise our happiness. 

My favorite was towards the end of the article when the author quotes Epictetus with "He is a man of sense who does not grieve for what he has not, but rejoices in what he has." It is true that in order to live a more fulfilling life it is important to appreciate the beauty around you and all the good within your life rather than focusing on what goes wrong or what you do not possess.  It is also important to appreciate the little things as Brooks says, on top of the usual family, friends, food, and a job. It is simple things such as good coffee and laughing with friends that I am grateful for. Specifically around this time of year I am grateful for Christmas lights, Christmas cookies, and giving presents to family and friends. 

Professionally, the article is applicable to the classroom and having a job as a teacher. Often times there may be stress placed on a teacher, but it is important to be grateful for all that the students did achieve rather than pinpointing what was not accomplished or work that needs to get done. As a teacher it is important to simply be grateful that all the students stay healthy and safe. Also in relation to the article, a simple "thank you" to those who appear more tense can always be effective so they feel appreciated. It is important to tell students "thank you" and praise them when they do something correctly rather than focusing on what they do wrong. 

Economics in the Classroom

Learning about Economics in School

In my experience during elementary school there was not too much focus on economics, unfortunately. There were a few projects with money, especially when applicable to math class. We also learned about trade as a part of history between colonists and Native Americans. In high school, economics was much more prevalent when we learned about government spending and taxes. In college I learned about school districts and budgets and trying to cut costs within a school system given a strict budget. 

Learning about Economics from this Project and Peers 

This project helped me realize that there are many different approaches to teaching economics. This website was very informative when it came to suggesting different lessons to teach students ranging from K-5 the various concepts of economics. I had not known before this project the many concepts of economics such as trade, budget, personal finance, exporting, income, and supply and demand. I also did not know the difference between microeconomics and macroeconomics. Thanks to my peers I now understand the many facets of economics and how they can be teachable and broken down for elementary students. 

Here is the link to my slide "Introducing Economics to 5th Graders" 

Artifact Bag Activity with Colleagues

Artifact Bag Activity with Colleagues

     I found everyone in my group's artifact bags to be very creative and interesting. Each group member had a variety of artifacts as well as a variety of people and places the artifacts were about. I liked Dorian's use of a spoon in order to show the silverware the colonists used. I was impressed with Nicole's use of paint with her artifacts, especially with the log cabin which showed the types of houses the New England settlers lived in.  I also liked Emily's old map of North Carolina as a primary source. 

     Overall I thought this was a very fun activity in order to find out more about certain people and places of the past. I was impressed with my colleagues and their creativity with their artifacts. This activity will flourish in the classroom as students will have fun making the bag and finding artifacts. The students can also learn more about history based on their peers different artifact bags. 

Dr. Smirnova's Artifact Bag

Artifact Bag Activity 

November 17, 2015 

     The artifact bag activity was very enjoyable and interesting. The project allowed for collaborative learning and allowed for the group members to work together in order to figure out what each artifact meant. The project allowed for us as a class to learn more about Dr. Smirnova as well as her home country of Russia. The activity was intriguing for the college class and would go over even better among elementary school students. This would work in a lesson in order for the students to get used to working with primary sources and feeling as if they are a part of history.  As a model, the teacher can make artifact bags based on himself/herself in order for the students to practice and also get to know the teacher better. 

Making History Alive 

Sometimes teachers may find it difficult to keep students engaged during a history lesson. Utilizing all that the internet has to offer is important in order to make history more enjoyable for students. 

History in the Raw 

     Primary sources such as drawings, diaries, and letters are important to show students as they show a different perspective than a textbook or other secondary sources. Primary sources also allow for students to connect with the author and feel closer to that part of history. They also develop key analytical skills when given primary sources. Utilizing these sources in the classroom can help keep students interested in a lesson rather than memorizing facts and dates. Primary sources allow for them to personally connect with history. 

Biography Maker 

     This was an interesting tool in order to make students experts on one particular person. Often during a history lesson students learn about multiple people who have impacted the world but the life and accomplishments of each person may not go into much depth. By each student creating a biography on a specific person, they can make in-depth discoveries about them and then share withe the rest of the class. Once completed, the biographies can be shared with the class, allowing for the activity to turn into a Jigsaw activity as well. Then, each member of the class with know more about each person in history that the students researched. Questions such as "What human qualities were most influential in shaping the way this person lived and influenced his or her times?" allow for a more in depth look at each person rather than simply "what did they do?"

QR Treasure Hunt Generator 

      This treasure hunt game was used in class on Thursday. This is a great tool to use with students as an indirect instruction lesson. The game can be played with multiple grade levels depending on the difficulty of the questions. Students will be interested in the game because it is an exciting treasure hunt, yet they will be answering questions pertaining to the lesson along the way and therefore furthering their knowledge. Using the treasure hunt as a cooperative lesson is great way to get students to work together as it takes individual input and patience in order to find multiple questions and answer them as a group. In class the activity was fun and was a great review of different Native American Tribes. If it worked in a college classroom it would only be even more effective in an elementary classtoom to be used as a review.