TV's 3 texts

This semester I had a chance to take an NCLC course called NCC 395: Leadership in the 21^st Century The main textbook in which we based our class discussions on was called The Leadership Challenge.by Kouzes and Posner. I really enjoyed this text because it highlights all the attributes of a good leader in which I can apply to my concentration; education. The Five Practices of Exemplary Leadership are:

1. Model the Way

2. Inspire a Shared Vision

3. Enable Others to Activities

4. Encourage the Heart.

5. Challenge the process

These five practices will help me become a good teacher that will make a difference in a child's life.

One of the many theorists in education that I respect is Howard Gardner who focused on multiple intelligences in children. He wanted people to not just look at the world but rather contribute to help change it. He believed that our intelligence “was a single entity that was inherited” and it could be trained to learn anything. Our intelligence is the “capacity to solve problems or to fashion products that are valued in one or more cultural setting”. Gardner believed there are seven intelligences, in which two are valued in schools, three in arts, and two apply to personal intelligences. These intelligence rarely works independently but rather used at the same time. They complement each other as people develop their skills or solve problems using these intelligences.

1. Linguistic intelligence: The ability to learn written and spoken languages and use it to reach certain goals. We affectively use this intelligence to expressive ourselves “rhetorically or poetically” and also to remember any information we take in.

2. Logical-mathematical intelligence: Analyzing problems logically, using mathematical operations to solve problems, and investigate issues scientifically by detecting patters together with reasonings and logical thinking.

3. Musical intelligence: Being able to perform, compose, and appreciate musical patterns and theories. According to Gardner, musical intelligence is parallel to linguistic intelligence.

4. Bodily-kinesthetic intelligence: Using your mind to coordinate bodily movements to solve problems. Your mind and physical activities work together.

5. Spatial intelligence: be able to recognize patters of wide spaces and more confined areas.

6. Interpersonal intelligence: Be able to empathize and sympathize for others by understanding their desires, intentions, and motivations. Having this intelligence will help people to work effectively with others. Leaders, as well as teachers, need to have this intelligence.

7. Intrapersonal Intelligence: Be able to understand yourself, your intentions, motivations, and desires.

As an educator, ones must acknowledge that each child will have these intelligences differently. Basing on these differences, educators develop new approaches that could meet the needs of their students in their classroom.

Lastly, a great teacher that I respect and admire is Jesus Christ. He sets great examples for his followers of how to be a great teacher and leader. He was on his knees washing other's feet to show that a great leader is not to be served but to serve other in great love. As a teacher, you don't hope for your influenced on your students to benefit you but rather for the society.

“ You, my brothers, were called to be fre. But do not use your freedom to indulge the sinful nature; rather, serve one another in love.” - Galatians 5:13 (NIV)

Works Cited:

1.. Kouzes, James M. and Barry Z. Posner (2002) The Leadership Challenge, San Fransisco: John Wiley & Sons.

2. http://www.infed.org/thinkers/gardner.htm

3. Bible. NIV.

Three Texts Exercise

The three texts that have helped me better understand my concentration come from all different backgounds. One that I found to be very important was the textbook I had for EDUC 300; "Those who Can, Teach!" was the title and it gave a brief over view of the many topics one may enounter as an educator. It showed me the legal side of the job and the ways to conduct a class. Seeing as how it was the first education class I had taken it proved very helpful to me and i still reflect back on the lessons I learned from the text and class discussion of the text. I wish now that I would have kept the book. The second text that I have benefited from is from a psychology class. I believe it was Psychology 210?? The text was called, "The Developing Person Through the Life Span." It was a development psychology course and it gave me insight into how children developed, what to look for if a child might have a learning disability, and introduced me to a numerous amount of Theorists, like Vygotksy and Bruner, who all studied the way children develop and learn. This text answered many of the questions I had about teaching a kid with a mental or learning disability, and the resources I had if I was in that situation. The third text that I will keep around for the rest of my teaching career is "Fifty Strategies For Teaching English Language Learners." No matter what the grade I teach there is always an activity in this book or suggestions that will help me with those who are struggling with language comprehension. I know that where ever I teach there will be a diverse population and i'm sure that some kids will not be very familiar with english. This text has great examples, ways to implement each strategy, and includes examples from teachers who have used the strategies discussed and how successful they have been. I know that these texts will be beneficial to me in the near future when I have a class of my own and I hope that the lessons learned will be easily implemented.


Berger, Kathleen. The Developing Person Through the Life Span.

Herrell, Adrienne and Michael Jordan. Fifty Strategies For Teaching English Language Learners. 2nd Edition.Pearson Prentice Hall. 2004.

Those Who Can, Teach! Text for Educ 300.

TV's "Elevator Speech"

Integrative Studies of New Century College is a type of learning communities in which to define your identity and further strengthen it through experiential learning and service learning. You not only learn the subjects or discipline for your major but also explore the competencies of New Century College. The competencies include valuing, critical thinking, information technology, aesthetic awareness, effective citizenship, communication, strategic problem-solving, group interaction, and global understanding to be able to empathize for the multicultural we are living in. Integrative Studies allow students to not only focus in depths of their desire major, but also integrate many different aspects. The neat thing about this type of learning is professors and students learn from one another. In a classroom setting, students are encouraged to share and teach their colleagues as well as professors so that everyone will be able to learn and view things from different perspectives. Instead of having lectures, students learn from experiencing outside of class and write analytical reflective journals. I have found strength and weaknesses. I have found myself through New Century Integrative Studies.

"Elevator Speech"

Integrative studies is a degree that gives you the basic liberal arts background and then allows you to focus on one specific area, your concentration. It is probably one of the most flexible and rewarding degrees you could get at George Mason. Integrative studies allows you to take courses in many subject areas; from dance to math to religion. Integrative Studies degrees include 9 competencies (communication, group interaction, etc.) and the time you spend in the program you beocme more fluent in those nine areas; which give you a better perspective about yourslef as well as the world around you. It gives students a chance to experience a little bit of every thing in school. The classes within the program are team/group based and there is always some type of group work assigned. It is difficult at first but beneficial in the end. Integrative Studies also requires you to complete a number of experiential learning credits where you are put in a work place related to your class. For example; in NCLC 394 Facilitating Literacy you get to observe in a classroom and interact with students, helping them with school work. Each course that has EL credit gives you a chance to step into the real world and experience what a job in the field is like. To some it may seem weird that we get to be hands on with our learning as well as in the classroom, but to those who get this degree really appreciate their college experiences by the time they graduate.

Matt - Elevator Conversation

Integrative studies is a multidisciplinary major within George Mason’s New Century College – a subsidiary of the College of Liberal Arts and Human Services. The curriculum fuses traditional coursework with innovative teaching methods that cultivate intellectual and communicative skills. This program emphasizes the application of studied concepts through experiential learning.

I believe the integrative studies program was ideal because the curriculum was dynamic and goal-oriented. With a concentration in Legal Studies, I had the liberty to merge my academic passions – government and law – into one major. The primary appeal of the integrative studies program was to pursue my intellectual curiosities by taking a broader course load than is afforded in the government department. Specifically, I had the opportunity to participate in several internships – notably, in the US Senate, at a political consulting firm and on a presidential campaign. These internships brilliantly complemented my formal academic courses as it provided incomparable work experience. While many students intern during their college tenure, NCC mandates experiential learning and integrates these opportunities into the classroom.

The NCC model is defined by nine specific competencies that the college seeks to refine within the students. These intellectual and communicative objectives are the defining principles of the integrative studies program. Although many of the competencies are inherently apparent in many academic programs, the NCC curriculum emphasizes reflection and full recognition of these skills. The fundamental objective is to maximize the effectiveness of the academic program – that is, to fully appreciate the competencies through reflection.

Colleen's Three Texts Exercise

Education has been the driving force throughout my experiences at George Mason University. I have been applying myself through education in order to become an educator, allowing me to see the multiple roles within this topic. Many factors have inspired my desire for becoming a teacher. The opportunity to watch someone understand a subject for the first time, the ability to help someone excel in a particular area, and the chance to see someone grow and develop his/her mind and beliefs are all indescribable gifts that make up the profession of teaching. My passion for reading and writing have directed me down the path of Secondary Education Language Arts, as this particular concentration will enable me to share my interests with many different people. Yet, the type of teacher I hope to become has been transformed many times during my education due to the various texts that have questioned my notions of education.

There are various literary geniuses who have heightened my interest in literature since the moment I could read. Writers such as Louisa May Alcott, Mark Twain, Robert Frost, and Geoffrey Chaucer have consistently presented me with characters and plots that have captured my attention leaving me thirsty for more. One particular writer has frustrated me as well as inspired me in relation to a variety of subjects. I have always found it interesting how Ralph Waldo Emerson appeared to have had an opinion and argument for every topic under the sun, some I have completely disagreed with, while others have forced me to dig deep and question my thinking. Emerson's essay "Education" is one of the pieces that has transformed how I belief the process of education should work. His radical belief has shaped the way I believe teachers should implement the educational process. According to Emerson: "our own experience instructs us that the secret of Education lies in respecting the pupil. It is not for you to choose what he shall know, what he shall do. It is chosen and foreordained, and only he holds the key to his own secret" (475). Whenever I read this essay it reminds me teachers do not give students an education, they do not give them a particular path to follow nor should they. Education is a life long process where every one is a student, it is a process that is experienced and a process that requires the ownership of a teacher. I believe students learn and succeed when they have the ability to choose their education, and that the role of the educator is to guide the students through the process by allowing them to make decisions, take risks and utilize opportunities.

One of the most valuable lessons I have learned throughout my education is the importance of leadership. Leaders are every where, they are motivating forces that constantly see great visions and derive avenues to make those visions realities. StrengthsQuest is a quiz and text book that have reinforced my belief that education is the right path for me. One of the arguments the authors, Clifton, Anderson and Schreiner make is that everyone has talents, some stronger than others, but what matters most is our ability to understand our strengths and figure out how to implement those strengths in our application of leadership. According to my quiz my top five strenths are "learner, input, responsiblity, arranger and developer." Each of them correlate to my interest in mobilizing others and myself to achieve the most out of the learning experience. They have strengthened my belief in the process of life-long learning and have given me ideas on how I can constantly challenge myself to become a better teacher. For instance my strengths as a learner and input gives me the tools to seek more information that would benefit my teaching style as well as help me generate ways in which I can spark an interest in literature for a student who has typically dreaded English class. Responsiblity reflects how I think about Emerson's essay in that it is the student's responsibility to take ownership over his/her education, and that it is my responsibility to give the tools and resources so that each student is prepared for that particular ownership. Arranger and developer remind me that teachers need to be flexible and well-versed so they can reach out to various students with diverse backgrounds and conflicting interests, as well as relate to how I want to help others become the best they can be in life. Overall, this text has reminded me of the importance of diversity within the classroom, how they are various ways a teacher can help students, and that understanding my strengths will enable me to motivate students to understand their strengths and make the most of themselves.

During the process of experiential learning I have had the opportunity to interact with many students in various grades and subjects. I have seen how there are not only different ways students learn and excel due to the different ways teachers instruct the classroom, but there are also different ways in which teachers and students interact with each other that affect the learning process for students. New Century College has taught me the importance of teacher-student interaction where both are interchangeable. The classes I have enjoyed the most are the ones in which the professors have integrated this concept into the experience. Professors who have done their best to extend interactions with the students so that they too are learners within the class have exemplified the notion of life-long learning. Throughout field placements and my substitute teaching experiences I have noticed that students are more willing to take ownership of their learning when they have teachers who are active in the learning process. A report by the American Association of University Women found, "careful and comprehensive teacher reactions not only affect student learning, they can also influence student self-esteem," (120). This finding is critical to teaching as it reminds teachers of how influential they are on a student's mind. Teachers have the ability to transform a student's motivation for learning and can alter his/her interest in the process. Students need constant encouragement and I believe teacher-student interactions are they key to this process. When students see the teacher engaged in the learning process I believe students are more motivated to get involved in experiencing an education. I think it also gives teachers the ability to learn from the students and assess whether or not they are succeeding as an educator.

Overall, I believe it is important for us to constantly assess our education, as it truly is a life-long experience. Books, articles, movies, experiences, etc. all serve as opportunities for us to test whether or not we are meeting our personal expectations. They give insight to areas in which we may need more guidance/assistance. As a future teacher, I have discovered how many different writers have challenged my thinking about education, they have given me ideas of how I can become an influential teacher and have taught me the importance of constantly seeking out methods and resources that allow me to continue the learning process.

Works Cited:

American Association of University Women. "How Schools Shortchange Girls." Childhood in America. Ed. Paula S. Fass and Mary Ann Mason. New York: New York University Press, 2000. 119-21.

Anderson, Edward, Clifton, Donald O., and Schreiner, Laurie A. StrengthsQuest. 2nd ed. New York: Gallup, 2006.

Emerson, Ralph Waldo. "Education." Selected Writings of Ralph Waldo Emerson. Ed. William H. Gilman. New York: Penguin Group, 2003. 475-85.

Colleen's Integrative Studies Exercise

Integrative Studies is what I would like to call the true well-rounded education. It allows students to take ownership over their academics as each student concentrates in a particular career be it education, organizational management, leadership, pre-law, etc. It incorporates nine competencies, cohort styles environments where students and professors interact and share the role of student and teacher, and finally integrates the element of experiential learning. Integrative Studies' students do not receive an education, rather they experience it as they employ critical thinking, global understanding, aesthetic awareness, effective citizenship, communication, information technology, strategic problem solving, group interaction and valuing in relation to each learning experience they approach. Students are not confined only to classrooms filled with students with their shared concentration, instead they embrace diversity and study with various students. Each learning community has some sort of relation whether direct or indirect to the various concentrations and helps develop the competence and intelligence of students. Reflective writing and portfolios serve as the sources for how students assess their learning and reinforce the notion that each individual has the control over his/her studies and that learning is a continual, neverending process. Overall, Integrative Studies is a major for highly motivated leaders who understand the importance of experiencing a well-rounded education.

TV's Global Understanding part II

Introducing to new NCC students either freshman in college or transferred about one of our competencies, Global Understanding, shoulnd't be so difficult because we live in a society of diversity. Look around us, everyone is of different race, culture, religion, traidtion, and heritage. Everyone has different perceptions towards life. Growing up in this society and culture, we learn to respect and understand other's differences. We seek and strive to learn more of other's specialties and we share ours. I think this competency not only be natural for students but also very exciting because they have a better reason to learn.

Jessica's Global Understanding Part II

Trying to describe the global understanding competency to a new NCC student wouldn't be an easy task. Everyone comes from a different background and may have experienced more in their lifetime than another. I think the best way to introduce this competency would be by having a class discussion with what they think global understanding is, how they would define it, and have them share some experiences with the class. Global understanding isn't a topic you can just say "go read about it" it is something an individual has to experience. Global understanding is becoming more aware of your surroundings and what is going on in the world. A first year NCC student should familiarize his/herself with what the competency means and then seek out ways to become more globally aware. Like i wrote in my part I of the exercise just being at Mason could be a culture shock for some, and learning about your peers is a great way to begin learning about the world. Grasping the concept of Global understanding can not be achieved in a day, but as you go through your first year experience in NCC and the next three years of the program you become fluent in the competency and the world will look so different than when you first began the program.

TV's Global Understanding Part !

As a minority in this country, I struggled to fit in and be a part of the whole community without being judged or view differently. When I was growing up, I thought be the same like everyone else in the ways they dress, talk, the style, the music they listen to and the tradition they practice would let me be who I am. I later learned that diversity is what makes United States more unique than other countries. My differences in culture and traditions contribute to the beauty of our country. People seek for different things other than their own to gain more knowledge. I haven't been to any country where Asian, Italian, American, Mexican, and many other restaurants are on the same shopping block. A country with so many races and culture in a classroom.

Growing up as a minority was hard, however, it strengthen my understanding and empathy for others. I will carry this strength into my classroom as a teacher for a multi-culture environment. I respect the difference in perspectives base on culture, ethnic, and religion. I don't want my students to feel a need to change who they are but rather encourage them to be proud that they are different for the class and I will learn and vice versa. I will listen with a sincere heart and empathize to their misbehavior for I need to know where they came from and how they were brought up. I also need to be sensitive to their needs and differences.

TV's Aesthetic Awareness Part II

I encourage new NCC students to open up their horizon and explore everything there is in life, especially the beautiful work of art. Be flexible and yielding. Look at things from both yours and someone else's perspectives. Analyze and use that to reflect on who you are. It will lead you to be mature, intelligent, analytical, and critical thinkers in life. That is what NCC is looking for in you.

TV's Aesthetic Awareness Part I

Aesthetic Awareness: Part I

According to NCC, Aesthetic Awareness “expands an individual's concepts of art beyond the museum to include music, poetry, literature and dance, as well as elements of design in culture.” In this context, awareness means to be observant to the things around you as you step into a new environment, or even a new environment. Be able to analysis everything that brings to your attention. I believe everything around me is a work of art because Art is created by someone or something in which they can express who they are. When I look at my dad's garden, I can feel what he felt when he worked on it, his character, and the hidden self that he can't express. Art is non-verbal communication. Being aware of the things you see can lead you to finding out the person that you are or have become.

Your values and your understanding for different culture (global understanding) come into play for your awareness to flourish. With your sets of values, you can interpret a piece of art differently than others with a different set of values than your own. You can disagree or agree with the artists message. You can either be respecting or disrespecting to the piece of art. With this you need to understand that our country is very diverse. We not only have different minds but also different cultures. People do things and see things differently than you. With this understanding, you will be able to interpret a piece of art with an open mind. It is always good to learn something new from different culture. Learn to look around and give a piece of art a little bit more of your attention and time when you step into a room. Sometimes, something intangible can be more intriguing than something that can speak your mind. It boggles your mind and give you growth.