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Teresa E. Giner Home Learn More Inspiration Standards About the Author |
About the Author
I hated PE with every broken fiber in my floppy, crooked little body. Severe asthma and an unbalanced equilibrium gave me a permanent spot against the fence. While other kids abandoned the shackles of the rank classroom and reveled in the glorious sunlit freedom that was PHYS ED, my job was to keep a close eye on their jackets. My PE grade was entirely based on changing in and out of shorts and a t-shirt.
Around second grade, I started sneaking out folded sheets of paper and a pencil stub. While the other kids learned how to dribble a basketball and shoot free throws, I wrote anecdotes of my super-human strength and physical ability that bordered on the supernatural. In my scribbled world, I was both loved and feared.
I was caught three years later. My PE teacher, Mrs. White, threw away the story I was working on, and ratted me out to my teacher, Mrs. Moya. I was in trouble for not listening to the basketball practice.
“Can you explain what’s going on?” My goodness, you would have thought I had jotted down CIA secrets for the USSR.
“I want to be a great writer.”
Mrs. Moya pursed her lips, squeezed her eyes shut, nodded, then promised, “I’ll help you.”
Every day, she pulled out mimeograph copies of cursive letters. While others practiced their jump shots, I practiced my cursive writing and calligraphy. As much as I appreciated my teacher’s dedication to help me become the best “writer” in class, I was 157% certain she misunderstood.
Some people may say that it seems highly ironic that I became an elementary school teacher after my stint at Cedar Grove Elementary, but it’s not. My love for writing began at a very young age. I was blessed with a family that encouraged me to write down every silly adventure that popped into my head. Every time I visited my Uncle Willie, he’d ask me to tell him one of my stories. I have a strong feeling that there are many more children like me out there wanting a mentor, or even an audience, for their writing. I’m that person.
In the 25 years that I’ve taught, I’ve met hundreds of very young students who want to pull out the thoughts in their heads and put them on paper, but they don’t know how. In the past, I encouraged them to use composition notebooks and colored pens to collect their writing. However, they quickly were overwhelmed with the constant erasures. Revisions were daunting tasks that caused frustration. Add a grade to the final draft, and you’ve also added anxiety for too many of these young writers.
My hope is that my Capstone Project will provide digital writing tools for teachers, parents and students that will alleviate the tension around writing. Writing has received a bad reputation within the last few decades. I believe that today’s technology will not only help students with the mechanics and conventions of writing, it will encourage creativity and writing stamina.
Someone once told me, “Not everybody can be a Fitzgerald or a Hemingway.” That’s right, But they can be a Ramirez, Singh, O’Leal, Betancourth, Kowalski, Afeaki, or Nakamura. Just to name a very, very few.
Around second grade, I started sneaking out folded sheets of paper and a pencil stub. While the other kids learned how to dribble a basketball and shoot free throws, I wrote anecdotes of my super-human strength and physical ability that bordered on the supernatural. In my scribbled world, I was both loved and feared.
I was caught three years later. My PE teacher, Mrs. White, threw away the story I was working on, and ratted me out to my teacher, Mrs. Moya. I was in trouble for not listening to the basketball practice.
“Can you explain what’s going on?” My goodness, you would have thought I had jotted down CIA secrets for the USSR.
“I want to be a great writer.”
Mrs. Moya pursed her lips, squeezed her eyes shut, nodded, then promised, “I’ll help you.”
Every day, she pulled out mimeograph copies of cursive letters. While others practiced their jump shots, I practiced my cursive writing and calligraphy. As much as I appreciated my teacher’s dedication to help me become the best “writer” in class, I was 157% certain she misunderstood.
Some people may say that it seems highly ironic that I became an elementary school teacher after my stint at Cedar Grove Elementary, but it’s not. My love for writing began at a very young age. I was blessed with a family that encouraged me to write down every silly adventure that popped into my head. Every time I visited my Uncle Willie, he’d ask me to tell him one of my stories. I have a strong feeling that there are many more children like me out there wanting a mentor, or even an audience, for their writing. I’m that person.
In the 25 years that I’ve taught, I’ve met hundreds of very young students who want to pull out the thoughts in their heads and put them on paper, but they don’t know how. In the past, I encouraged them to use composition notebooks and colored pens to collect their writing. However, they quickly were overwhelmed with the constant erasures. Revisions were daunting tasks that caused frustration. Add a grade to the final draft, and you’ve also added anxiety for too many of these young writers.
My hope is that my Capstone Project will provide digital writing tools for teachers, parents and students that will alleviate the tension around writing. Writing has received a bad reputation within the last few decades. I believe that today’s technology will not only help students with the mechanics and conventions of writing, it will encourage creativity and writing stamina.
Someone once told me, “Not everybody can be a Fitzgerald or a Hemingway.” That’s right, But they can be a Ramirez, Singh, O’Leal, Betancourth, Kowalski, Afeaki, or Nakamura. Just to name a very, very few.
Reflections on My Journey Through the Innovative Learning Master's Degree Program
My journey towards my Master's Degree began many, many years. However, I didn't start blogging about this incredible journey until August 2019. To read the evolution of my opinions, musings, inspirations, writing practice and ultimately my education, please click on the lovely graphic to the right to read my blog cleverly titled "A Box of New Pencils."
Click here for my blog.
A Little Background...
This has been an incredible ride! It was definitely worth waiting 25 years in queue!
Back in the 1980s when I was a wee bit of a nerd, I was fascinated with the cerebral process of writing.
To the chagrin of my teachers, I often found myself daydreaming about inquiries that had nothing to do with the worksheets in front of me. Inquiries like: When did humans first start to speak in complete sentences? How does my brain create meaning from squiggly lines on a paper? Who was the first person to write, and did she immediately teach others? How long did it take before other cave people bought into her new invention?
College was going to answer all those questions and more. My elation could not be contained as I enrolled into my first writing courses. As I stood in line in the registrar's office, I fantasized about skipping off like Maria Van Trapp to a classroom filled with tweed-wearing intellectuals, horns locked in a serious discussion regarding the amygdala's role in writing.
Skipping again, I'd rush to Creative Writing 101 to gush over Mr. F. S. Fitzferald's meticulously beautiful prose. I envisioned an atmosphere much like Gertrude Stein's writing salon. Instead of cigars and brandy, we'd nurse Starbucks and crunchy granola bars.
Remember, this was the 1980s. Neuroscience was a tightly held secret in the Biology Lab far away from the Liberal Arts Building. Unfortunately for this girl, my chauvinistic writing professors believed that women should stick to what they write best: romance novels, cook books, prenatal care tips, and sewing manuals. Sadly, around mid-semester, like a soggy, soapy fur-trapper's buckskin tunic beaten on jagged river rocks, my fantasy washed away in the violent currents of disappointment.
I learned two lessons during my undergraduate studies. One, my social security number. Two, the fact that I would do everything possible to insure that MY students wouldn't receive the lackluster education I did.
Twenty-five years later, I can enthusiastically say I never wrote a manual on sewing, prenatal care or cooking. Also, a Harlequin novel never materialized since my idea of romance is finding the laundry and dishes miraculously done when I get home. I probably could get away with one book. But a sequel? Highly unlikely.
What I did do was invest in ME and accept the opportunity from Napa Learns to join my fabulous cohorts in Touro University California's Innovative Learning Masters Program.
It took 25 years to get here. The wait was worth it! I finally have the education that I wanted so long ago when big hair and Rubik's cubes were all the rage. And even better, I have the revitalized desire to continue my studies in the field I deeply love. Like a little bird, Writing has taken flight once again.
Back in the 1980s when I was a wee bit of a nerd, I was fascinated with the cerebral process of writing.
To the chagrin of my teachers, I often found myself daydreaming about inquiries that had nothing to do with the worksheets in front of me. Inquiries like: When did humans first start to speak in complete sentences? How does my brain create meaning from squiggly lines on a paper? Who was the first person to write, and did she immediately teach others? How long did it take before other cave people bought into her new invention?
College was going to answer all those questions and more. My elation could not be contained as I enrolled into my first writing courses. As I stood in line in the registrar's office, I fantasized about skipping off like Maria Van Trapp to a classroom filled with tweed-wearing intellectuals, horns locked in a serious discussion regarding the amygdala's role in writing.
Skipping again, I'd rush to Creative Writing 101 to gush over Mr. F. S. Fitzferald's meticulously beautiful prose. I envisioned an atmosphere much like Gertrude Stein's writing salon. Instead of cigars and brandy, we'd nurse Starbucks and crunchy granola bars.
Remember, this was the 1980s. Neuroscience was a tightly held secret in the Biology Lab far away from the Liberal Arts Building. Unfortunately for this girl, my chauvinistic writing professors believed that women should stick to what they write best: romance novels, cook books, prenatal care tips, and sewing manuals. Sadly, around mid-semester, like a soggy, soapy fur-trapper's buckskin tunic beaten on jagged river rocks, my fantasy washed away in the violent currents of disappointment.
I learned two lessons during my undergraduate studies. One, my social security number. Two, the fact that I would do everything possible to insure that MY students wouldn't receive the lackluster education I did.
Twenty-five years later, I can enthusiastically say I never wrote a manual on sewing, prenatal care or cooking. Also, a Harlequin novel never materialized since my idea of romance is finding the laundry and dishes miraculously done when I get home. I probably could get away with one book. But a sequel? Highly unlikely.
What I did do was invest in ME and accept the opportunity from Napa Learns to join my fabulous cohorts in Touro University California's Innovative Learning Masters Program.
It took 25 years to get here. The wait was worth it! I finally have the education that I wanted so long ago when big hair and Rubik's cubes were all the rage. And even better, I have the revitalized desire to continue my studies in the field I deeply love. Like a little bird, Writing has taken flight once again.
Leads to my Teaching Philosophy
Trends in Education come and go. Standards will change. However, the one constant that will not change is that we are in the business of educating children who will grow up to become our politicians, voters, law enforcement, innovators, scientists, medical professionals, educators, parents, and every other role that breathes life into our global society. It is our obligation as teachers to provide full, rich learning opportunities to all of our children regardless to how they identify themselves and where they come from. It is our obligation to teach them the skills they need in order to mature into life-long learners. I understand the Writing Process, so it is my obligation to pass down my knowledge and share my talents with this new generation of students, so they in turn, can teach the next generation.
TPACK's Permanent Place in My Classroom
Before enrolling into the Innovative Learning Master's Program, I had never heard of TPACK. Now, I can't image my teaching practice without it.
TPACK represents the synchronicity of Technical Knowledge, Pedagogical Knowledge, and Content Knowledge encapsulated in Context, or the environment where the learning is taking place.
As I gradually introduced more technology into my writing program, I quickly discovered that too many students were not interested in using a Chromebook for their writing activities. I learned that they were intimidated by Google Docs. As one of my students shared, "The page doesn't end. It just keeps going." For my struggling writers, Google Docs was not the platform to use. While I didn't give up on teaching the word-processing features in Google Docs, I knew that I had to find friendlier versions of a writing platform.
I researched several online writing tools, looking for platforms that were cost effective, easy to use, and reliable. Although the tools and platforms are appropriate for all grades, I chose writing platforms with elementary students in mind. I felt that teachers who visited my capstone project would appreciate honest recommendations.
I didn't have a computer for each of my students. I taught 26 students with 18 Chromebooks. To ensure that all students received enough time using a computer, I created a rotation system during writing activities. I divided my students into four groups. Three groups worked with Chromebooks, while the remaining group worked with me in a writer's workshop. For whole group instruction, I connected my laptop to my overhead projector. Students paired up, sharing a Chromebook as they followed along and supported each other through the lesson.
Students shared their Google Docs, Slides and other internet-supported writing activities with me. Depending on the platform, I was able to access my students work in progress through emails, SHARED documents and slides, or postings to my teacher's "bookshelf." I used the COMMENT feature to alert students to errors in syntax or content. My students appreciated the fact that they could privately email me with concerns and questions about their compositions. I loved the fact that I could send them words of encouragement and praise any time of the day. Since I was not their homeroom teacher and they would return to their respective classrooms, this digital connection enhanced our relationship. It kept us in touch as they worked on their assignments outside of my classroom.
When I plan my writing lessons, I focus on several aspects: the content, the style, the genre, the success criteria, and rubric. Technology is now an equally important part of my writing program. I take great care in making sure the platform complements the writing activity. For example, Pixton is perfect for graphic novel writing. My aspiration is for teachers to find my capstone project a useful springboard in the development of their technologically-infused writing curriculum.
Click on the TPACK icon for more ideas.
TPACK represents the synchronicity of Technical Knowledge, Pedagogical Knowledge, and Content Knowledge encapsulated in Context, or the environment where the learning is taking place.
As I gradually introduced more technology into my writing program, I quickly discovered that too many students were not interested in using a Chromebook for their writing activities. I learned that they were intimidated by Google Docs. As one of my students shared, "The page doesn't end. It just keeps going." For my struggling writers, Google Docs was not the platform to use. While I didn't give up on teaching the word-processing features in Google Docs, I knew that I had to find friendlier versions of a writing platform.
I researched several online writing tools, looking for platforms that were cost effective, easy to use, and reliable. Although the tools and platforms are appropriate for all grades, I chose writing platforms with elementary students in mind. I felt that teachers who visited my capstone project would appreciate honest recommendations.
I didn't have a computer for each of my students. I taught 26 students with 18 Chromebooks. To ensure that all students received enough time using a computer, I created a rotation system during writing activities. I divided my students into four groups. Three groups worked with Chromebooks, while the remaining group worked with me in a writer's workshop. For whole group instruction, I connected my laptop to my overhead projector. Students paired up, sharing a Chromebook as they followed along and supported each other through the lesson.
Students shared their Google Docs, Slides and other internet-supported writing activities with me. Depending on the platform, I was able to access my students work in progress through emails, SHARED documents and slides, or postings to my teacher's "bookshelf." I used the COMMENT feature to alert students to errors in syntax or content. My students appreciated the fact that they could privately email me with concerns and questions about their compositions. I loved the fact that I could send them words of encouragement and praise any time of the day. Since I was not their homeroom teacher and they would return to their respective classrooms, this digital connection enhanced our relationship. It kept us in touch as they worked on their assignments outside of my classroom.
When I plan my writing lessons, I focus on several aspects: the content, the style, the genre, the success criteria, and rubric. Technology is now an equally important part of my writing program. I take great care in making sure the platform complements the writing activity. For example, Pixton is perfect for graphic novel writing. My aspiration is for teachers to find my capstone project a useful springboard in the development of their technologically-infused writing curriculum.
Click on the TPACK icon for more ideas.
Lasting Learning from the Innovative Learning Program
There is no denying that I learned more in these 10 months with Touro University than I did in the entire 5 years I spent on my bachelor's degree. Throughout this program, I often thought to myself, "Why?! Oh, why didn't I learn this 25 years ago?" Since 90% of who I am
is a teacher, my life has been changed forever. There is no way I can list all the incredibly valuable ideas I learned this year, so I'm not going to try.
However, I will write about what I consider the most valuable lesson of all. I learned that there are some incredible people in my profession who are not afraid to take risks, hit roadblocks and tackle challenges all in the obtainment of knowledge. These dedicated teachers worked tirelessly all day in their classrooms only to come home to a stack of homework flanked by a looming deadline. Some worked in discomfort and illness, but they got the work done. No one will really know how much they sacrificed in order to continue their journey through this master's program.
Why would they do that? Why would they leave their comfy recliners and TV remote controls to spend long, long hours at a blinding computer screen all night?
Because they love kids. Because they are dedicated to lighting the fuse that will ignite change in today's broken educational system. Because they have hope for a better future for themselves and the children they teach. Because sitting in mediocrity is not an option. It is for educators like those in my cohort that I built my capstone project.
The most valuable lesson I learned is that the answer to educational reform will be found among the teachers.
is a teacher, my life has been changed forever. There is no way I can list all the incredibly valuable ideas I learned this year, so I'm not going to try.
However, I will write about what I consider the most valuable lesson of all. I learned that there are some incredible people in my profession who are not afraid to take risks, hit roadblocks and tackle challenges all in the obtainment of knowledge. These dedicated teachers worked tirelessly all day in their classrooms only to come home to a stack of homework flanked by a looming deadline. Some worked in discomfort and illness, but they got the work done. No one will really know how much they sacrificed in order to continue their journey through this master's program.
Why would they do that? Why would they leave their comfy recliners and TV remote controls to spend long, long hours at a blinding computer screen all night?
Because they love kids. Because they are dedicated to lighting the fuse that will ignite change in today's broken educational system. Because they have hope for a better future for themselves and the children they teach. Because sitting in mediocrity is not an option. It is for educators like those in my cohort that I built my capstone project.
The most valuable lesson I learned is that the answer to educational reform will be found among the teachers.
Let's Collaborate!
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