EDU 222

I chose three different subject teachers when it came to getting resources for this particular assignment. At first, I thought that maybe it would be best to do this because I could share these resources with colleagues. In another way, I thought about how looking at resources from different subjects would be beneficial to me in the long run. I also only have two social studies teachers, which would mean I would need a teacher from a different subject anyway. But, in the end, the reason I chose three different teachers had very little to do with any of this: I chose these three teachers because I loved them when I was in high school. These were the teachers who made learning engaging. These teachers stayed after school with me, asked me about my day, taught things in a way I understood, re-explained things a hundred times if it wasn't clicking... these were the teachers whose classes I looked forward to, not necessarily because I enjoyed the content, but because I knew I was goin

For this blog, I have chosen three songs which represent my beliefs about the role of technology in the classroom. I choose three Queen songs— I Want to Break Free, Under Pressure (featuring David Bowie), and Don't Stop Me Now. I chose “I Want to Break Free” by Queen for my blog playlist because 'I want to break free' of the boring classroom conduct by incorporating interesting and helpful technology into the classroom. 'It’s strange, but its true'! I chose “Under Pressure” by Queen for my blog playlist because not only are we 'under pressure' as teachers to incorporate technology into the classroom, but we should also use technology to make things easier. We should always give technology (and our students!) 'one more chance'! And, finally, I chose “Don’t Stop Me Now” by Queen for my blog playlist because 'I'm having such a good time' learning how to use technology in the classroom, and 'I don’t want to stop at all'!

On a cool October Tuesday, I come into the classroom with eagerness, knowing today will be the beginning of an exciting project. The students, however, can sense an oncoming project from the look on my face, and they quickly become either antsy or irritated. Once everyone has settled into their seats, chatting loudly with the students next to them, I call everyone to attention. “Now, we’ve been talking about impeachment trials for a week or so now, and today is going to be your first project… but not your last,” I say, writing out a quick title on the board. Some students groan, but most wait for the details, silently hoping that it’ll be an easy project. “For this project,” I tell them, continuing to write on the board, “you’ll be giving a presentation as a congress member to other congress members,” I pause from writing on the board. The top of the board reads SLIDESHOW: CALL FOR IMPEACHMENT OR DEFEND THE PRESIDENT? Below, a list of requirements for their slideshow. “Now, you’ll

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