Final Post

December 13th, 2016 Posted in Uncategorized | No Comments »

I believe that good and effective teaching is when an educator is aware of each child’s specific needs and will teach in a way that works with those needs to effectively create a learning environment. My definition has definitely changed since the beginning of class because initially I never gave what made a good educator a thought, now after thinking and learning so much new information I realize how important it is that educators are effective in their teaching. I realized through discussing what made educators we had in the past good, and that lead me to take a checklist. A good educator is first of all a good listener, when a teacher listens to his or her students will instantly have the attention of the students. An effective educator also knows how to use their time wisely, not simply lecture but includes activities and games to make the students involved. By combining these two skills students will be engaged and active in their learning and get the most out of it as possible.

This course has taught me how children grow in their development, by learning the different stages of piaget’s development, and what the zone of proximal development is I will be able to assess the level of development the child is in. By being able to do activities with the children and get to know their specific level and know how to be in their learning zone will greatly aid in my future career as a speech pathologist. This course has also greatly helped me learn how to communicate well. This course is extremely well organized and has constant reminders and that is essential for me to get things done and have everything in one time. By applying the communication I have seen in this course and through other educator’s courses, I am able to see how to properly communicate with a future client. Having a list of goals that will be established throughout the course of treatment and how we will establish the goals will be a vital part of communication in my future career.

The most significant thing I have learned this semester that will prepare me for my future career, is how to develop a lesson plan that allows a student to do activities that aid in their learning. I loved the backward design because it really allows for the educator to develop a plan that always is aiding in the students learning the material. There are many activities listed and it isn’t just assessments and tests. I feel like I can put that towards working with a client and establishing the goals that will be accomplished throughout the visits. I will definitely be using backward design in my future lesson plan making. I will prepare my digital portfolio, by developing a folder of the best’s works I’ve done in my college career and have it to show to future employers. I will include my scholar post I feel really confident about my writing skills in that post, the blogging experience has been a great one for developing my writing skills.

Technology: a positive impact on learning.

December 4th, 2016 Posted in Uncategorized | 3 Comments »

I believe that technology impacts learning in a positive way, by having access to the web, and other valuable resources students are able to learn in ways that aren’t just sitting in a classroom. When I was in high school I always thrived more on assignments where I had to conduct research on my own, then it allowed me to create something directly, not simply listen and then take a test on the material. In my high school we had access to laptops,  iPads, printers, almost anything we would need to conduct a project. I found this really helpful because it allowed me to elaborate and work on things on my own. I believe it is a huge disadvantage for schools that don’t have funds for technology, it would aid the students learning greatly if they had access to scholarly articles or journals when doing projects. Personally I do much better in school when I feel like I have control over things and just sitting in a desk listening to a lecture the entire year is not very actively engaging. A student is more directly responsible for their work when they have to work through a project using technology on their own, which leads to them giving more of an effort and performing better.

In the youtube clip played in class where the students from Finland are in class, a teacher was telling his students he had no problem with Wikipedia, he just didn’t want the students to plagiarize. He used what is called a smartboard, which is a touchscreen board hooked up to a computer where the computer screen is displayed on the screen, allowing the educator to interact with the board as he would with a computer. This was a great use of technology, the professor was able to us his smartboard in the classroom to show the students a website. That eliminates confusion when the students begin researching on their own because they had already seen an example. Having the smartboard in a classroom is a way to deepen learning because it will allow the child to be involved constantly. Its not about just having clip art as we discussed in class, it is about creating a lesson that involves the students and that often can be achieved through technology.

In my freshman Spanish class, the teacher had a matching game we played with vocabulary terms, each student had a turn walking up and matching a definition to a word. These types of learning activities would not be possible to that degree at a school with limited technology. It is not fair in my opinion that students in lower income schools have to suffer from lack of funds. It deepens instruction greatly to have the students do the task, not just hear about it.Without technology in schools, things would be fact based only, there would be little room to experiment and create new ideas in the classroom. As a student ages, arts and crafts don’t cut it anymore for ways in engage the student in their learning. It has to be through some sort of tool, whether a research project, a blog post such as this, or presentation. Students will be positively impacted for using technology within their learning.

Zone of Proximal Development (Scholar post)

December 3rd, 2016 Posted in Uncategorized | No Comments »

When developing a lesson, activity or even writing a test, it is important for the educator to be aware of what each child is capable of learning. The problem arises of how, how can an educator be aware of each child’s learning potential? The answer, the zone of proximal development. The zone of proximal development was designed by Vygotsky, a well-known psychologist who shared his ideas concerning education only months before his death. According to Vygotsky the zone of proximal development is “the dynamic of the child’s mental development in connection with teaching” (Zuckerman, 1). Now in a language that is easy to understand what the zone of proximal development is, is when a child is that with peer assistance or teacher assistance, students are able to work at a more difficult level then they could before on their own, this enables them to learn how to operate independently (Wass & Golding 672).

In a classroom an educator could display this by stating an activity or chapter that the class will be going over, and have it be an activity that the child will not be able to do themselves. Begin with easy questions that the child can do independently, and move to harder and more difficult questions, the student will seek the assistance of a teacher or other student, at this point in the students learning they are in their zone of proximal development. The key is to observe what the child is doing on order to get help, are they waiting around for someone to ask them if they need help, or are they actively seeking help from another source in order to learn the information.

When developing a lesson it is important that the lesson is difficult at first glance, chances are that the students have never seen anything like this before, but with the assistance of another the task can be completed with ease (Wass & Goulding 671). A child must see that they can accomplish this hard task, and that asking for assistance means they are actively engaging in their learning. Why the zone of proximal development is important for educators of all kinds to know is because it shows the educators what areas the child is not matured in, and that gives the educators an idea of where to go next and what levels are appropriate for the students (Bozhovich 50). An example that Vygotsky gives is that students are “currently in the embryonic state; these functions could be called buds of development, the flowers of development rather than the fruits of development, that is, what is only just maturing” ( Bozhovich 49). By each student seeking assistance and wanting to solve the problem presented to them it allows them to be in their optimal zone of development and learn as much as possible. It is important that educators know what the ZPD is because it can be used in everyday education and in everyday activities. When a grandma is teaching her granddaughter how to knit, the grandma starts by giving instructions and then assistance so the granddaughter can easily learn, that situation is similar to what happens in a classroom. But that does not just have to happen in a classroom, as a aspiring speech pathologist, it is vital that I know what the ZPD is as well, I will need to be able to create lessons that the child can do, and that are not too easy or too difficult for the child to learn. By combing what the students already knows with more difficulty information it is possible for the child to learn virtually any skill. Through class discussion we discussed that the zone of proximal development can be drawn in a two circles. One little circle that is “what the student knows” and a bigger circle that the little circle is inside of, that is labeled “zone of proximal development” that means that as long as the lesson is began with something the child already knows, they can blossom that skill into a harder concept.

An important part of the ZPD is the child’s own view of themselves, this is referring to the student’s private speech, which is their way of internalizing and working through material on their own (WoolFolk 67). Without private speech it would be difficult for a child to work through problems on their own, and thus they would not be in the ZPD. A child needs to have enough confidence to ask for help, or even to take help from an educator or peer, by working on their private speech and the way they view themselves they are ultimately working on their ability to learn as well. If a child is not able to work on a worksheet that is at their skill level alone, then it would be a point to intervene and see if it was possible to boost that child’s view of themselves, thus helping their private speech and learning.

As a speech therapist it is necessary to develop the skills the child already knows in order to elaborate on them to improve further into more complicated subjects. For example if the child often omits consonant clusters, I would begin by showing the child things they can do, so begin at the level they are comfortable with to initiate their skills. Second, I would then have an activity that was beyond that child’s skill, in this case there would be words that contained consonant clusters, with my help the child will slowly be able to produce those words through therapy, thus showing the child that they can succeed by themselves, and that sometimes getting help is necessary. By a student being actively engaged in their learning it is possible to almost any student to learn a task. The ZPD can apply to any age, it is a vital part of school systems and really allows professionals to use their teaching time wisely and effectively to increase a students knowledge.

Citations

E.D (2009) Zone of Proximal Development:The diagnostic capabilities and limitations of indirect collaboration. Journal of Russian &Eastern Psychology, 47 (6), 48-69. Doi:10.2753/RP0161-045470603

Wass,R & Goulding,C (2014) Sharpening a tool: the zone of proximal development. Teaching in higher education, 19(6). Doi:13562517-9022958

WoolFolk, A. (2014). Educational Psychology (12thth ed.). Boston: Pearson.

Zuckerman,G (2007). Child-Adult interaction that creates a zone of proximal development. Journal of Russian & East European Psychology,45(3),43-69.doi:10.2753/RP01061-04054302

 

 

Creating a lesson plan using Backward Design

November 27th, 2016 Posted in Uncategorized | No Comments »

When creating a lesson plan is it extremely important to develop a plan that integrates motivational practices and executive control processes in order to allow the child to learn the most they possibly can. The way I would teach a classroom would be to first tell the children the goals I am setting for them, the children will get a copy of these goals and this will allow them to personally track their progress. Once the material has been showed or explained to the students, I believe it is important to create a concept map, each students will be different, but linking ideas to their concepts learned will allow the child to rehearse the information. I will integrate intrinsic motivation into my activities, which means that the activity itself is the reward, the child feels as though they have accomplished something. Specifically using the backward Design technique is useful for educators because it gives a full and detailed description of what needs to be accomplished, and how it will be. I particularly appreciate the essential question, which is the part of the design that describes what the information is proving through a question. For example If I was teaching the bones of the body, my essential question would be “how are the bones of the body made up and located?” This gives the educator a guide and all the material taught should be helpful in answering that question. The performance task question also is helpful because it allows the educator to plan ways in which the student can show proficiency in their learning of that subject.  By using the backward design and concept mapping, along with intrinsic motivation, a child will be in a fun learning environment where they are encouraged and told exactly what is expected of them and they are reinforced in their self-esteem and are aware they are capable of the tasks.

Attached below is a lesson plan I created for first grade students. What was so helpful when creating this lesson was the easy to follow sections in the backward design process, I was able to think of a lesson, mine was the landing on Plymouth rock by the separatists. When thinking of this lesson plan I was able to remember being in first grade myself and think of what I enjoyed while learning that. This was a helpful tool because I was able to see exactly what each activity is related to in relation to their goals. I initially was able to think of a lesson and then fill in the boxes, it was so much easier doing it through this method because without it, I would probably have missed some key activities or goals the students could have achieved. It is crucial to be able to explain to parents or other educators what the students will take away from this lesson and the understanding section does just that, I as an educator could look back and see if the children are meeting those understanding goals. Even though I plan on being a speech pathologist in my future, having this helpful tool while developing lesson plans for therapy session will be extremely beneficial. It will allow for the client to get the best possibly learning experience and allows me to focus on the teaching and assisting the patient, not worrying about whether or not my lesson plan makes sense. Overall I was very interested in the backward design as a way to create lesson plans, I will be using it for future tasks in my professional career.

Unit Title: _____The Mayflower, arriving in Plymouth.______________________________________________                                                                     

 

Established Goals:

The first grade students will be able to understand the significance of the Mayflower, how the separatists left England. And why they left England. The students will know the significance of the new world in 1620 and how it was such a shock to the Englishmen to have to develop their own town to live in.

 

Understandings: Students will understand that…

•         The Mayflower landed on Plymouth rock in 1620

·         The separatists left England to flee religious persecutions.

·         There was 120 passengers aboard the Mayflower

·         The Male passengers aboard the ship created the Mayflower compact which was a written law establishing rules for the new world.

·         The students will understand why laws are made.

 

 

Essential Questions:

•         Why do people flew their home country?

•         How was life aboard the ship on their voyage?

•         Why did they create the Mayflower compact?

•         Why are laws important?

•         What is so important about the compact in terms to how we live now?

 

 

Students will know:

•         Key facts about the Mayflower and how the people survived on ship.

•         What the word “separatist means”

•         Why the separatists left England

•         What was so significant about the mayflower compact, and why laws are so important to modern society.

•         Why it is necessary to accept differences in religion and other areas.

 

 

 

Students will be able to:

•         •.  Recognize, explain and define what makes the Mayflower Voyage so significant to the development of America.

•         Explain the religious persecution the separatists faced and why they fled.

•         Express their thoughts orally and in writing.

 

 

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:

•         Write a report on the mayflower and facts concerning it.

•         Draw a picture of what the mayflower looks like.

•         Draft their own Mayflower Compact and have their parents sign it as the separatists all signed it.

 

 

Other Evidence:

•         Written responses to a worksheet given to them.

•         Orally reading and explaining their book report to the class.

•         Telling the class about their Mayflower Compact

Key Criteria:

The student must show comprehension of the topics discussed and be able to orally and in writing explain the subject fully.

 

 

 

 

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

·         Orally read textbook pages concerning the Mayflower Voyage.

·         Explain the facts and story of the Mayflower Voyage to the children. Answer any questions they have concerning the trip.  

·         Ask the children what they think life would be like to be living for weeks on a ship, create a list on the board.

·         Explain to the children what persecutions is, do an activity where the children with a red shirts on have to sit out during a game, and then switch colors for the other section of the class. Ask the children how that felt, and what they would do if something like that happened every day. Explain to the students that that was now the separatists felt and that is why they left to start over.

·         Show the children a picture of the Mayflower from their textbook and ask the children to draw one from scratch themselves with colored pencils.

·         Explain what the Mayflower Compact is, and how the separatists wrote it.

·         Have the students create their own Mayflower compact and what they would want it to look like—the children take it home and have their parents sign off on it just as the separatists had everyone sign it.

·         Ask the children to write a one page report of the Mayflower concerning why the separatist left their homes, and why it was a shock to have to start over.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cognitive VS Behavioral

November 8th, 2016 Posted in Uncategorized | No Comments »

Learning is done is a variety of ways and a way a specific child learns can vary from another’s. There are two distinct views of learning that are very well received in the education system today, the first is the behavioral view. The behavioral is based off of B.F Skinner’s view of applied behavioral analysis, which is intervening in a child’s learning to allow for the best social interactions to allow the child to grow academically. According to this theory the best way to learn is by guided practice (Woolfolk 468.) A way to apply this theory to a class room would be by having worksheets for the children to do as a class, this allows the child to work on their own while also being guided by a teacher if help is needed. The second theory being discussed is the cognitive theory which is the theory of information processing, information processing is seeing the brain as a computer. This theory is applied to learning by going over facts and concepts, and is grown through applying applications of strategies (Woolfolk 468.)  A way in which this is applied to the classroom is by a teacher correcting any misconceptions of missing pieces the child has about a specific topic. The main difference between the behavioral and cognitive approach to learning is that behavioral approach is to manage a child’s learning and the cognitive approach is to model the learning that the child needs to do. It is crucial to apply these methods in varying ways to the classroom because it is an important way for children to learn, it gives the child confidence to be able to complete a worksheet on their own, but it is also important for the educator to be able to correct and guide their students. The only limitation I can think of is that there are certain children who do not learn well by having to figure out the concept for themselves, this is where guided learning would do best. The cognitive approach is what resides best with my personal beliefs. I believe that it is important that the child see’s examples of what is to properly happen for that concept and then practice that skill on their own.  This allows each student to learn at their own pace and when it is time for the child to do their own worksheet or project about the subject the child is able to discuss the topic with their peers and get their input. It also allows the student to strategies their own learning while also being guided to stay on track. I will take the information learned throughout this module and apply it to how I interact with the children I work with. Each child learns in a different way and by knowing the variety of ways I can better assess and work with the children one on one. I will be able to give the child independence in their learning but still guide them to keep them on pace to the lesson plan. Being a speech pathologist I will most likely be working one on one with educators and being able to detect what learning style they use could greatly aid in my understanding of the child’s  prior knowledge.

Good behavior game response

October 31st, 2016 Posted in Uncategorized | No Comments »

When watching the video about the good behavior game I was shocked at how well the children responded. I believe that game and games like it would be extremely beneficial to classrooms and aid in minimizing class room issues. I liked how they encouraged good behavior through a fun way, and also condemned bad behavior but in a understanding way, and not by criticizing. When I was in elementary school we were simply put on time out if we behaved badly, there was no positive enforcement if we did well, and I think it would have helped me behave much better if I was told good job as a child when I did behave well. I think in my future career I will definitely create some version of this game to incorporate into my sessions to encourage good behavior.  I think especially with children with speech problems it is essential that the child is able to behave in the session so they can get the most out of it. I really found this video to be interesting and worth will for every educator to know about.

Cultural Differences in the Real World

October 23rd, 2016 Posted in Uncategorized | 2 Comments »

As I grow up and become more and more independent and mature, I am made well aware of cultural differences. In some cultures things are not valued the same as my culture,and learning how to adjust with that while working a career is extremely necessary. It’s vital to be able to relate to people and seem interested in their lives without judging. As a future speech language pathologist, I hope to work with senior citizens whom have recently had strokes. It is important to be willing to understand where they are coming from so that while giving therapy I am able to relate to them personally. One way to be able to determine cultural background is just to spend some time with them, become aware of their everyday life so that you can give the best care possible that works with their life.

As someone who already works with seniors there are many cultural differences that are very prominent in seniors, for example if they were young in the great depression they are very smart with their finances and are aware of what they need to spend money on and what they do not. Things about their lives when they were younger will play a large effect on how they interact with you as a professional. Another thing common among seniors if their slang or language, some are very vocal and speak their minds, while others wouldn’t dare say a swear word.  It is important that while interacting with a client that there is a very professional way that you speak, as to not offend anyone. Working with seniors is a extremely fulfilling job if the time to get to know each client is put in.

In a classroom setting it would be equally as important to know cultural settings so that each student is able to learn in a familiar way. A easy way to be able to determine the child’s culture is to have a talk with the parents, ask them what the child does after or before school and maybe if the child is in any after school activities, this would give the educator a way to see what the child does each day. Also another important factor is simply getting to know the child, that will allow each student to feel comfortable expressing who they are.

Whether working with senior citizens or small preschoolers, it is very important to determine and know how to work with a vast field of cultures and differences. Getting to know each client or student will show that you as a clinician or educator, respect them for who they are. It is important to plan for different cultures so that each person feels as though they are a vital part of the class, or session. By having a respectful and accepting attitude it is possible for each individual you come in contact with to feel as though their culture and differences are accepted.

How to help a child learn-Blog Post Three

October 9th, 2016 Posted in Uncategorized | 1 Comment »

Development is dependent on a variety of factors, if a child is raised in poverty their experiences are different from others who are exposed to a more upper class life style. There are ways in which to not create a divide in the class room, but it takes knowledge of development to do so. One way for a teacher to be able to allow your students to learn is to first discover where they are in their development. According to Piaget, there are four stages of cognitive development, the first is sensorimotor, where a child sticks everything in their mouth, the second is preoperational, the child learns object permanence, which is being aware that though something is not visible it can still exist. The third is concrete operational, the child is able to think logically about situations and concepts. The last stage is formal operational, and not all individuals get there, it is where you are able to think abstract about things and think deeply about topics. By knowing these stages as an educator of even a parent it is possible to see what stage the child is in and work with them to grow in their knowledge. Why this is important in class rooms is that each child very well may be at a different stage in their development, which is where the zone of proximal development comes in. The idea was developed by a researcher named Vygotsky, the zone of proximal development is what a child can learn with help and what the child can learn with help. After a teacher determines what stage of Piaget’s four stages the child is in it is necessary to find that child’s zone of proximal development. The teacher for example could give the child addition problems, simply adding one plus one, and then see if the child would be able to teach them self how to add larger numbers, or if the teacher would need to help the child with that, that would be considered the child’s zone of proximal development.  This is important for the child to be able to construct their knowledge, if an educator is not aware of where the child is at it can hinder the child’s learning.

A limitation to Piagets model in my opinion is that there are many more things to a child then simply what is described in the four stages. For example if you have a class with half the students come from a poor neighborhood and half come from a rich neighborhood, the students will have different personalities and temperaments. Simply relaying on what stage they are in, in order to teach that student would not be specific enough to help that specific child. I would suggest the zone of proximal development, by teaching within that for each student, the teacher is scaffolding, which is allowing the child to learn through what they already know. Scaffolding allows the child to develop self-esteem. Piaget’s model does not take into around the varying things a child can go through, especially if the child grew up in poverty. A child living in poverty does not have the same experiences as the student whose parents are upper class, by teaching at each student’s level, the child can feel as though they are not a lesser student. It can be proven through test scores and grades, that sadly lower class students preform lower then upper class students on tests. But what is rarely taken into account is that the teacher may not be giving the appropriate lessons to the students. The teacher may expect the students to read thirty pages a night, and the child may have to watch a younger sibling at night while the parents work. This is again where Vygotsky comes in with the zone of proximal development and scaffolding, by working with the children where they are and finding a way to best create a learning environment is key to that child’s success. Learning is truly dependent on working with the child and creating a safe place where they feel as though they can succeed.

Blog Post 2 Homework: Yes or No?

September 26th, 2016 Posted in Uncategorized | 3 Comments »

As a researcher myself I believe it extremely necessary for educators to be constantly looking for new ideas they could be expanding upon and conducting research within those ideas. Also educators should be looking for newly published research and seeing if any of those ideas would apply to the classroom they teach in. By educators becoming researchers themselves it allows them to see firsthand how good teaching can be conducted through new methods. As discussed in class there are certain risks to researching in a large scale way that could affect the students, but essentially those problems can be eliminated by doing smaller scale studies. For example maybe focus on lesson plans or group activities, things that have already been researched upon but can be expanded upon. The relationship between educators and researchers is a healthy one and I believe it should stay that way.

I find the note that the teacher gave to the student’s parents rather interesting, I personally have never heard that argument before, but am eager to see what research says. After conducting some research of my own, I have discovered that many educators are believing the same idea that homework is not as helpful as it used to be. According to an article I found in The English Journal, an academic journal that published educational research findings, that discusses the topic of homework in its article Doing Our Homework on Homework: How Does Homework Help? The authors argue that with the demanding schedule that is forced upon students doing their nightly homework is more and more difficult. To determine the facts the authors surveyed 180 students and educators on what their thoughts were on homework. Many students said they do the bare minimum when it comes to homework due to lack of time. (Sallee, Rigler p.) In order to improve grades, the authors suggest allowing more time in class for reading and doing homework can help those motivated to finish the homework before going home. I agree with the article because when I was a high school student with a job, clubs, sports and social life it was difficult to get homework done, by creating more built in time it could have helped a great deal. Also when considering a school with a high poverty rate among students, it may be difficult for students to get their homework done at home, so by doing it at school that can allow students to still keep their grades up.

In a second article I found called Making the Most Effective Use of Homework, that is from the academic journal Mathematics Teaching, homework can be a very productive tool in aiding in a student’s learning it just depends on the subject. The article argues that students will learn mathematics quicker and more effectively if they are assigned daily homework. I agree the article in the sense that for certain subjects it is extremely important to practice that skill. I think there should be a happy medium and for subjects like history, anatomy, science, most of the work should be done in the class room. But for math there should be homework, so the students can practice their skills. I would generally agree with this teachers note on eliminating homework.

 

 

Citations :

Sallee, B., & Rigler, N. (2008). Doing Our Homework on Homework: How Does Homework Help? The English Journal, 98(2), 46-51. Retrieved from http://www.jstor.org/stable/40503382

Alexander,S (2002). Making the Most Effective Use of Homework. Mathematics Teaching (178),36.

Blog Post 1- All About Me

September 12th, 2016 Posted in Uncategorized | No Comments »

I am Ashley Jondle, and I was born in Wales Wisconsin. As a child I have moved many times due to my fathers job, so my siblings have become my best friends. I have two little sisters and two big brothers, which meant I always had someone to play with growing up. My siblings and I have recently all started traveling with each other and this past summer we went to Disney World. I also have a cat who sadly is at my parents house, but she is very shy and is only cuddly in the mornings, so I have to wake up early to play with her. I also have worked at the same place to five years. I work as a Senior Living Facility, I cook and spend time with the wonderful residents there.

When it comes to my future career, I am aiming at becoming a speech and language pathologist. As a grade school student I loved all things science, but found that I did not like blood. I also loved singing and did as many things as possible to be able to sing as a child. So when I was thinking of a career a speech therapist fit perfectly into my interests. I decided that with my degree I would like to work mainly with Senior citizens, primarily stroke patients. Being at the University of Whitewater has gotten me very interested in student research, so I began doing undergraduate research early last year. Now I work with two other students and the Communication and Disorders department on a research project, I love the experience it gives me and the possibilities it brings. What makes college such a wonderful experience is partially the professors. As far as education goes I believe that the best professors are ones that relate to their students on a personal level. Also professors who learn their students names and act as if they are a important member of the class. I have had some great and not so great professors here at UW-W but the best professors have been ones that great a fun environment for everyone to enjoy that class.

I am happy to be here beginning my junior year of college, and I look forward to what the next year holds.

fullsizerender