Intellect has powerful muscles, but no personality (Hey, wait!)

I am taking Instructional Technology this semester which I thought meant that I would be learning how to use technology (i.e., doing nothing), but apparently I was incorrect. Instructional Technology is how to incorporate technology into education, I guess that's why this class is required for my degree (boo, Chelsey). So our first assignment is to take three tests - one personality test and two learning styles tests, and then write a paper reflecting on our personality/learning types and how to use those/adapt in the classroom.
So! The first test:

Custom Keirsey Temperament Report for: Chelsey Hann

Idealists, as a temperament, are passionately concerned with personal growth and development. Idealists strive to discover who they are and how they can become their best possible self -- always this quest for self-knowledge and self-improvement drives their imagination. And they want to help others make the journey. Idealists are naturally drawn to working with people, and whether in education or counseling, in social services or personnel work, in journalism or the ministry, they are gifted at helping others find their way in life, often inspiring them to grow as individuals and to fulfill their potentials. Idealists are sure that friendly cooperation is the best way for people to achieve their goals. Conflict and confrontation upset them because they seem to put up angry barriers between people. Idealists dream of creating harmonious, even caring personal relations, and they have a unique talent for helping people get along with each other and work together for the good of all. Such interpersonal harmony might be a romantic ideal, but then Idealists are incurable romantics who prefer to focus on what might be, rather than what is. The real, practical world is only a starting place for Idealists; they believe that life is filled with possibilities waiting to be realized, rich with meanings calling out to be understood. This idea of a mystical or spiritual dimension to life, the "not visible" or the "not yet" that can only be known through intuition or by a leap of faith, is far more important to Idealists than the world of material things. Highly ethical in their actions, Idealists hold themselves to a strict standard of personal integrity. They must be true to themselves and to others, and they can be quite hard on themselves when they are dishonest, or when they are false or insincere. More often, however, Idealists are the very soul of kindness. Particularly in their personal relationships, Idealists are without question filled with love and good will. They believe in giving of themselves to help others; they cherish a few warm, sensitive friendships; they strive for a special rapport with their children; and in marriage they wish to find a "soulmate," someone with whom they can bond emotionally and spiritually, sharing their deepest feelings and their complex inner worlds. Idealists are relatively rare, making up no more than 15 to 20 percent of the population. But their ability to inspire people with their enthusiasm and their idealism has given them influence far beyond their numbers. Idealists at Work Your beliefs are the arbiter of your actions, even if you cannot articulate those beliefs specifically. You hold a strong, clear sense of the way the universe works, what's "right" and what's "wrong," and what your purpose is in the overall scheme of things. In your ideal job, you can embody those beliefs in your relationships with other people. Because you likely have a talent for de-escalating situations and can almost always find just the "right words", you often significantly improve the morale of organizations to which you belong. 

These few paragraphs were like my own personal bermuda triangle. I started reading and it just sucked me in. This is me (minus the part about always being able to find the "right words")! I've already started writing my paper and have almost finished it, which isn't due until the 29th (over-achiever Chelsey to the rescue!) and I will be suuuure to share it with you as soon as I am done!

I have a philosophy!

Chelsey Hann

Intro to Teaching

Philosophy of Education

May 3, 2011

I had to take an Introduction to College Algebra class one year, and much to my surprise it was actually my favorite class of the semester. Each couple of weeks we learned a new process, and then spent those weeks learning different methods to tackle each type of process. Now, some of these ways were horrible for me personally, but in each set of weeks, I learned at least one way to handle each set of problems that fit me, and if need be, I could solve the problem using a different method as well. Now, math will never be my forte, and I cannot even really look at a calculator without cringing, but I left that semester and that classroom with more confidence in my mathematic abilities than I had ever had before, and will ever have after – guaranteed.  This is what successful teaching looks like to me; students learning to flourish and grow into themselves by any method necessary, surrounded by teachers who do not expect them to figure out the secret of pi, but still encouraging them to try. Albert Einstein said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid”. If I could make this one sentence my entire philosophy and stop at that, I would. Instead, this quote is what I want to base my philosophy on.

In my classroom children will become well-developed in the fields of math, science, history, and English through the means of hands-on and minds-on learning. Core subjects are very important to me; they are the foundation upon which the school system was built. That being said, I think creative outlets like music and art are supremely important to the development of a child as a whole. I believe shop class to be good for the mental development of young men, and I think sports are cathartic. Schools should keep an atmosphere of discipline, while incorporating creative techniques that will introduce students to examine and question realities. John Dewey was once quoted as saying, “Education is not a preparation for life; education is life itself”. It is my role as a teacher to prepare children for the adult world with real life experiences, and I think it is important that children are knowledgeable, and it is the roll of my students to ask questions, and to argue, and if they think another method is superior to the method that is given, then I want to hear it. I want to inspire children for life, not just the months that they spend sitting in my classroom. I want to encourage them to over-achieve, inspire them to think outside the box, and push them to achieve their highest goals. Each student is unique, and I believe in arming them with the knowledge and intellect and emotion that is required in the world that they experience.

Teaching is important to me because I think every child has the potential to be outstanding in life, in their own way, and they just need someone to show them how to get there. I will be that person.

Earth Day!

Teacher: Chelsey Hann
Subject: Science
Grade Level: Third Grade
Date: April 27, 2011
Time Frame: 1 class period, 35 minutes

I. Content: I want my students to be able to know the definition of "pollution", develop personal actions to solve pollution, and learn ways to practice reducing, reusing, and recycling.

Kansas State Standards: Third Grade - Standard 6: Science In Personal and Environmental Perspectives -Benchmark 2- Indicators 1, 2, and 3.

1. Anticipatory Set: Eco the Butterfly!

II. Prerequisites: Students must be able to give a vague description of what they think "recycling" is, and how they can help. They also have to be able to write a complete sentence with correct spelling and punctuation. 

III. Instructional Objective: Students will all be able to write one sentence describing how they personally can help stop pollution/start recycling.
            1. Purpose/Objective: The purpose of this lesson is to teach students the importance of taking care of the world they live in; that unless something is taken care of, it will wither and perish.

IV. Instructional Procedure: 

9:25-9:30: Watch Youtube clip of Eco the Butterfly, and find out what the students already know about pollution and recycling.

9:30-9:40: "Michael Recycle" by Ellie Bethel, and introduce extra credit spelling words: "pollution", "environment", "ecology", and "recycle" (the actual definitions of the words can be explained during spelling time).


Michael Recycle by Ellie Bethel



9:40-10:00: Writing one sentence on how the student personally can help save the earth, and coloring the "Love the World" picture.



Coloring Page



V. Materials and Equipment: "Michael Recycle" book, smartboard for youtube video, and colors, markers, and pencils for "Love the World" picture.

VI. Assessment/Evaluation: The spelling and punctuation will count for 5% of the total grade, otherwise, if there is a sentence describing how the student can help the earth by either stopping pollution or by reducing, reusing, or recycling - then they will get an A.

VII. Follow-up Activities: For homework, the students will take home a "Think Green" word search, and if the student tells their parents what recycling is and have the parent sign the word search, then the student will get 5 extra minutes at recess.We will  also color and label different boxes and set them up throughout the classroom, for paper, plastic, and aluminum cans, and students will be expected to use the correct boxes throughout the year.

The Word Search!

VIII. Self Assessment: I rock. I think the video is a strength, because there is a song involved and it's catchy. The only downfall of this lesson is the fact that Earth Day is towards the end of the school year, so students won't be setting up the recycling boxes until the end of the year. Maybe Earth Day should be celebrated at the beginning of the school year instead.