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Final Narrative

When I was 6 years old, my parents got a divorce.  I didn’t really understand what was happening or why it was happening but I found myself always wondering.  When my dad moved out, I fell into a deep depression not knowing where he was going to live.   This also caused me to have anxiety at a young age.  I still deal with depression and anxiety today.   As a child, I didn’t know what was wrong with me.  I did not know until I was an adult why I always felt certain ways about things.   When my parents split up, my mom would try to reassure me that everything would be okay.  But would everything be okay? I couldn’t understand what was happening because I didn’t know the why. Although Prensky would consider me a digital native, I didn’t have a cell phone or a computer to be able to communicate with my dad so the only time I could talk to him was during our visitations or the use of my corded house phone when he wasn’t working.  My mom eventually got a cell phone and I was able to use
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Pecha Kucha, Website, and Rubric

Pecha Kucha Website Rubric
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Turkle and Wesch

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I really enjoyed reading The Flight From Conversation by Sherry Turkle.  I agreed with everything she had to say.  While reading Anti-Teaching: Confronting The Crisis of Significance by Michael Wesch I also agreed with his point of view as well. Both Turkle and Wesch have similar ideas which makes them relatable.  The relationship between their ideas is that they both believe that not only children, but the entire society lack meaningfulness of communication with deep questions.  Both of them agree that asking higher level questions and critical thinking is the real key to learning.  Since people are always stuck on their phones or the internet, they expect quick responses from the people they are communicating with via the media.  In turn, they are asking very simple and basic questions.  This aligns with  Wesch talking about his students only asking questions such as "how long does this paper need to be?" and "what do we need to know for this test?" (Wesch 5)
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Let's Make Stuff Workshop

Please watch our video of our project. Making this product, I worked with Helen and Dena.  At first we were not sure what to create but once we started collaborating, we came up with some good ideas.  We made a scene of a young, chubby, African American girl watching Cinderella.  When her disabled grandmother called her for dinner, she said she was not hungry because she wanted to look like Cinderella.  On the other hand, we did a scene of a young, thin, Caucasian girl watching Cinderella.  She was happy and went to eat dinner with her mother. This was a great experience to create a short clip showing how the stereotype of what a princess looks like effects children. I could use this in my classroom to open my students' minds to diversity and how fall representations can have negative effects on people.  We did not continue the first scene so they can come up with what they think might happen after the child does not want to eat. They can also critically think about how the
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Digital Tool: TalkingPoints

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Please check out my screencastify about the digital tool: TalkingPoints ! Additional notes: *Talking Points officially launched in 2016 so it is still a fairly new digital tool. * TalkingPoints translates into many languages for diverse populations and minority families.  These translations are not simply google translations, but they are highly, culturally sensitive, translations. This is beneficial to ensure great, meaningful, parent engagement. * The goal of TalkingPoints is to impact 3 million students and their families by 2020! * Research shows that Talking Points leads to positive student outcome. * You can send pictures to parents/caretakers.
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Seventh Grades and Sexism

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The chapter I chose to read was Seventh Graders and Sexism by Lisa Espinosa.   I decided on this selection because it stood out to me the most.   This is because sexism was always an issue and still is.   It is important to teach our youth about these stereotypes and false representations of females and males. Lisa opens her article talking about herself and relating that to the topic.   When she wrote this, she was a new teacher who wanted to help her students analyze media stereotypes.   Growing up she can from a Mexican family which is also the majority of the population where she teaches.   She believes that women of color are greatly impacted by these stereotypes and is an advocate for them.      When she was a child, she quickly came to a realization that there was a double standard , and there still is.  This is why she wants to analyze this with her students.  Boy were/are taught to be tough, strong, and independent.  However, girls were/are taught to clean, co
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Disney

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All growing up, I was surrounded by Disney.   Not only did I watch all of the Disney movies possible, but I also went to Disney World (so many times), went to see Disney on Ice (a couple times), owned a ton of Disney toys and games, and had Disney princess costumes!  My sister and I always loved to play dress up together.  I became obsessed with The Little Mermaid, specifically because I have red hair.   When I was only a baby, I was Ariel for Halloween.   Since then, my grandmother always calls me “Ariel” and I love it!   I felt like I could relate to Ariel the most because we look similar.   Growing up I was teased and sometimes bullied about my red hair.   Since red hair is not so common, and nobody in my family has red hair, I often felt like the odd child.   During sad times in my life, I would reflect on the Disney princesses and how they all had to overcome something.   This made me hopeful that I too, would be able to conquer anything, especially if I was Ari
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